Course Outline
Education
1
424: Learning Disabilities Lab
Instructor: Dr. Bernice Wong (291-4348)
Simon Fraser University
General Information:
Fall Semester 1977
Duration of course: September 6th to December 2nd.
Location: North Star Elementary (370 W. Kings) North Vancouver
Time: Tuesday 4:30 p.m. - 8:30 p.m.
Specific Information:
Pre-requisite: Ed 422
Specific permission can be obtained from the instructor to take Ed 424 in the
fall and Ed 422 in the spring
1978.
Dr. Wong will be available during regis-
tration to give the formal consent. No text is prescribed. Each student will
receive a package from the instructor.
Course Objectives:
This course is designed to train basic skills in the assessment and remediation
of learning problems among children and adolescents. At the end of the course
students will:
a)
demonstrate competence in assessing academic learning problems
b) demonstrate competence in laying out a general remedial strategy/progress
for academic learning problems.
Course Requirements:
I.
In order to enable students to meet the above education objectives, it is
paramount for you to be exposed to and work with learning-disabled youngsters!
teenagers. Therefore in November all students will be required to spend one
hour per day for 4 days each week, working with a learning-disabled child!
adolescent. This will last the whole of November.
For students who currently hold teaching jobs, you will choose with the instructor's
approval, a child or adolescent in your class to work with and will distribute
the one hour into suitable temporal chunks. For students who are not working,
you will be sent to Learning Assistance Centres for this lab experience.
All students can designate age or grade of learning-disabled pupil they want to
work with.
WARNING: THIS PART OF THE COURSE IS ESSENTIAL. IF ANY STUDENT CAN'T FULFILL
THE ABOVE REQUIREMENT, HE/SHE IS ADVISED NOT TO TAKE THIS COURSE.
II. There will be:
2 short exams (20 each)
?
40
Initial Assessment Report
?
--------2O?
Lab Report
?
40
(Details given in first meeting with the instructor)
•
Date5 ?
Lectures
I
September6th
?
An overview of learning disabilities.
Differential emphases in assessment and
remediation of Learning Disabilities.
September 13th
?
Academic Learning Disabilities (I): Reading
Problems.
September 20th
?
Academic Learning Disabilities (II):
Arithmetic problems.
September 27th
?
Psycholinguistic and language problems among
learning-disabled children/adolescents.
October 4th
?
Non-academic Learning Disabilities.
October 11th
?
First Quiz
October 18th
?
No formal class.
Students to do initial assessment of learning-
disabled child/adolescent. Hand in report by
Friday, October 21st.
October 25th
?
Tutorial on initial assessment results.
(Remedial Programming).
November 1st ?
Remedial Strategies (I) Task Analysis
November 8th ?
Remedial Strategies (ii) Concept Analysis
November 15th
?
Controversies in remedial approaches and a
resolution for them.
November 22nd
?
Myths in Learning Disabilities.
Relations among L.D., E.D., M.R. and Autism.
November 29th
?
Second Quiz
Schedule
for
Students:
Week of October 17th -
Students will: (1) observe child/adolescent for 2 days
(a) in class setting
(b) in play
(2)
do initial assessment of learning problem(s).
(3)
write up this initial assessment according to
format given by instructor and hand in by 21st Oct.
Initial Assessment reports will not be marked in handed in late.
October 31st
Students commence working with learning-disabled child/adolescent
one hour per day,
L
i
days a week for the whole month of November.
Students will keep daily record and daily succinct summaries of
pupils' performance. The instructor will ask for these every week.
Final class in on November
29th.
Students will re-assess learning-disabled
child's progress, and write the Lab Report. The instructor will advise on
format of it.
.
EDUC. 424 LEARNING DISABILITIES ?
LAB PRACTICUM
PREREQ: EDUC. 401/402 OR EQUIVALENT
NOTE: ?
EDUC. 422 SHOULD BE TAKEN CONCURRENTLY OR AS A
PREREQUISITE.
This course consists of a lecture session and a lab practicum.
The lab practicum = 4 hours per week, with the hours spread over
the week as four one-hour daily sessions from 1 - 2 p.m. at a designated
school. Students in the lab tutor individual learning-disabled
children/adolescents under supervision.
. ?
. ?
FJ
EDUC. 424 LEARNING:DISABILITJES -LAB. B. WONG
PREREQ: EDUC. 401/402 OR EQUIVALENT
NOTE: ?
THIS SECTION IS FOR LEARNING DISABILITIES MINORS ONLY.
EDIIC.422 SHOULD BE TAKEN CONCURRENTLY OR AS A PREREQUISITE.
This course consists of lectures in May and June, and a lab
practicum in the month of July. Students will tutor individual
learning-disabled children/adolescents one hour per day for four
days from 8:30 - 9:30 a.m. every week in July. The July lab
schedule will be coordinated with that of Ed. 422 so that students
will be able to attend Ed.422 lectures.
4 ?
. ?
•,&
?
y2j
I ?
I ?
I ?
I
June 29, 1977
TO:
Mr. L. Bewley
Miss
Olive Stewart
Mr. R.
Watson
Mr. S.
Davidson
Coquitlam Coordinating Committee
Mr.
L. Lebrun
Mrs. Mary Jane Lucas
Miss Judy Francis
Dr. Roger Gehlbach
During May and June, 1977, Simon Fraser
University conducted a Learning Disabilities laboratory
course at Lord Baden-Powell School. The purpose of
this brief report is to convey information con-
cerning the performance of the Coquitlam pupils
who took part in the laboratory course.
Thirty pupils attending Lord Baden-Powell
and Alderson Schools were tutored one hour per day,
four days per week, by student teachers and teachers
enrolled in Education 424 (Learning Disabilities
laboratory). Two students were tutored in mathe-
matics, one in com
position,
and 27 students received
tutoring in reading. Of the 27 students tutored in
reading, the performance data of 25 students is
precise enough to present quantitatively.
1
•
?
continued
NA
.
PUPIL
?
CHANGE IN READING SKILLS
S
1
OBJECTIVE
STUDENT
PRE-TEST
POST-TEST
CHANGE OVER TIME
Instruct phonic skill
Randy
Language
Language
Mastered c.v.c. to 90%
acquisition
Mitchell
patterns
patterns
correct reading in text.
Raise reading level
Level 3
Level 5
Acquired silent ?
'e',
?
'ai',
'oa' ,
?
'ea',
?
'oe' , ?
'je'
'ee' vowel diagraphs
Instruct phonic skill
Randy
Language
Language
acquisition
Burton
patterns
patterns
Raise reading level
Level 3
Level 4
Mastered c.v.c. words to
Instruct phonic skill
Steven
- No change
-
to 90% correct reading in
acquisition
Finamore
text. Acquired and mastered
Raise reading level
silent ?
e' to 90% correct
reading in text. ?
Reading
rate increased 26 w.p.m.
from 51 w.p.m. to 77 w.p.m.
Instruct phonic skill
Brian
- No change -
Improvement on responses
acquisition
Singleton
on Roswell Chall
Raise reading level
Instruct phonic
skill
Donald
Language
Language
Acquired long vowel
acquisition
Gordon
patterns
patterns
diagraphs.
Raise reading level
Level 3
Level 6
Instruct phonic
skill
Michael
Language
Language
Parents have requested
acquisition
Lachance
patterns
patterns
further tutorinç through
Raise reading level
Level 2
Level 5
the surraer.
Instruct phonic
skill
Michelle
Language
Language
Mastered c.v.c. words to
acquisition
Burge
patterns
patterns
90% correct readin
g
in
Raise reading level
Level 3
Level 4
text reading.
Instruct phonic
skill
Robert
?
2
Primer
Grade Level 1
Acquired and mastered
acquisition
Grenier
33 w.p.m.
33 w.p.m.
c.v.c. words to 90%
Raise reading level
12%
6%
correct reading in text.
2
Instruct phonic
skill
Brenda
Language pat-
Language
L.P. level 3 - 50 w.p.m.
acquisition
Stone
terns
patterns
L.P. level 5 - 70 w.p.m.
Raise reading level
Level 3
Level 5
S.C.A. Basic Reading
Program materials used.
Instruct phonic
skill
Aaron
Language
Language pat
acquisition
Bell
patterns
terns
Raise reading level
Level 3
Level 6
S
ft1TT11i?
TM RP7l)1 '1(
SKJ1JJ ?
. )
I
STUDENT
PRE-TEST
POST-TEST
CHANGE OVER TIME
OBJECTIVE
---.
Mike
Grade level 5
Grade level 7
The mean comprehension
Raise reading level
50% correct
80% corrct
score rose from 60t corre
Improve comprehension
Khaw
comprehension
comprehensio
n
in baseline to 90% during
-j.-- ---
the last week of lab
proqramj while grade level
material rose 2 years.
reading level
Dianne
Grade level 7
Grade level 7
The mean comprehension
Increase
comprehension
Rissett
45 w.p.m.
95 w.p.m.
score rose from 40%
to
Improve
16% error
8% error
correct in baseline
40% correct
75% correct
80% during the last week
comprehension
comprehension
of the lab program.
reading rate
Geoffrey
Grade level 3
Grade level 3
Attendin
g
program
Increase
Improve attending
LigginS
13 w.p.m.
46 w.p.m.
improved attending
12% error
5% error
behavior from 60% to
behavior
99% under control of
reinforcement
Increase reading rate
Mona
Grade level 6 Grade level 6
Improve comprehension
Lundberg
52 w.p.m.
157 w.p.m.
20% correct
70% correct
comprehension comprehension
-
Increase reading rate
Cheryle
Grade level 5 Grade level 5
Rise of one grade in
R
?
n.m. ?
functional reading level
Raise reading Level
Improve comprehension
1
- - ? -
32% error
?
5% error
60% correct 80% correct
comprehension1comprehension
Improve comprehension
?
Dale ?
Grade level 5 Grade level 5
Hamelin
?
40% ?
100%
Improvement in rate and
number correct
multiplication and divi
facts.
:.f
-.
OBJECTIVE
-• ...
Increase reading rate
Increase reading rate
.
?
Increase reading rate
S
?
P
UPI
L CHANGE IN REAaNGsKl1s
.
(con t.
STUDENT
?
PP.5-TEST
?
POST-TEST
?
I
CHANGE OVER TIME
Bryan
?
I
Grade level
S
1 Gra de
level 5 i 45 w.p.m. - 65 w.p.m.
increase?
?
69 w m
?
Bryan is now reading
ITT. I
?
J,
9% error ?
J
o books at home.
Grade level 4
60 w.p.m. - 75 w.p.m.?
15 w.
p
.m. increase
Increase reading rate
Tommy
Raise reading level
McDonald
Improve reading ability
Raymond
Pshebnisky
Increase reading rate
Gordon
Mar r
Increase reading rate
Andre
LaChance
Increase reading rate
Lisa
Cousin
Mike
Dubrall
Paul
Grenier
- No change -
=
69
?
Grade level 5
40 w.p.m. - 80
W.P.M.
Grade level 4 Grade level 4 Grade level 2, 50 w.p.n
37 w.
-
.m. ?
60
W.P.M.
Grade level 3, 70
Grade level 2 Grade level 3
62 w.p.m. ?
83 w.p.m.
8% error ?
6% error
Grade level 7jGrade level 7 Grade level 7
7%
47 ).p.m.error
??
J58
2% error
w.p.m.
??
64
31
w.p.m.
w.p.m.
-
95
increase
w.p.m.
Grade level 4 Grade level 4 Grade level 4, 52 w.p.
60
W.P.M.
?
88
W.P.M.
Grade level 5, 85 w.p.
13% error
?
2% error
Grade level 6
70 w.p.m.
9% error
The
q
uantitative data in the "change over time column" is obtained from continuously
collected data on w.p.m., error %, and correct
comp
rehension %.
2 Robert Cornier and Brenda Stone are special class students.
- ?
I ?
.3 -
?
- - - -
?
- ..-. ?
- ------- .- - -----
?
-
.
?
.
PUPIL CHANGE IN READING SKILLS (cont.)
1
OBJECTIVE
STUDENT
PRE-TEST
POST-TEST
CHANGE OVER TIME
Increase reading rate
Bryan
Grade level 5
Grade level 5
45 w.p.m. ?
- 65 w.p.m.
Freisen
48 w.p.m.
69 w.p.m.
20 w.p.m. increase
10% error
9% error
Bryan is now reading
two books at home.
Increase reading rate
Mike
Grade level 4
Dubrall
60 w.p.m. ?
- 75 w.p.m.
15 w.p.m. increase
Increase reading rate
Paul
Grade level 7
Grade level 7
Grade level 7
Grenier
47 W.p.m.
58 w.p.m.
64 w.p.m. ?
- 95 w.p.m.
7% error
2% error
31 w.p.m. increase
Increase reading rate
Tommy
Grade level 4
Grade level 4
Grade level 4, 52 w.p.m. -
Raise reading level
McDonald
60 w.p.m.
88
W.P.M.
Grade level 5, 85 w.p.m.
13% error
2% error
Grade level 6
70 w.p.m.
9% error
Improve reading ability
Raymond
Pshebnisky
- No change -
Increase reading rate
Gordon
Grade level 5
Grade level 5
Grade level 5
Marr
38 w.p.m.
69 w.p.m.
40 w.p.m. - 80 w.p.m.
Increase reading rate
Andre
Grade level 4
Grade level 4
Grade level 2, 50 w.p.m. -
LaChance
37 w.
p .m.
60 w.p.m.
Grade level 3, 70 w.p.m.
Increase reading rate
Lisa
Grade level 2
Grade level 3
Cousin
62 w.p.m.
83 w.p.m.
8% error
.6% error
1 The quantitative data in the "change over time column" is obtained from continuously
collected data on w.p.m., error %, and correct comprehension %.
2 Robert Cornier and Brenda Stone are special class students.
.
SUMMARY DATA OF PUPIL CHANGE IN READING SKILLS
RANGE (Pre-test
OBJECTIVE
NUMBER STUDENTS
MEAN CHANGE
Post-test)
Instruct phonic skill
10
Pre - Post
Continuous
0 Level change to
acquisition
•
Language
1.7 levels on
data
3 Level change
patterns
Improve comprehension
5
40% improvement
33% improve-
20% improvement to
in
scores
comprehension ment
comprehension
in
60% improvement
scores
Increase reading rate
10
33 w.p.m.
29 w.p.m.
9
W.P.M.
to
increase
increase
105
W.P.M.
Increase reading level
4
1 year rise
0 year rise to
2 year rise
Two students received tutoring in mathematics. Ricky Revel mastered times table
facts i)
5 6, and acquired times table facts 7 & 8. Joe Taylor mastered two place
additions with regrouping, acquired skills at two place subtractions without regrouping,
improved addition and subtraction facts. One student, Lynn LaChance practiced and
improved composition skills.
I would like to take this opportunity to thank the
Coquitlam School and Lord Baden-Powell staff for making an
extremely successful course possible.
Sincerely,
iItn gav4
Stan Auerbach.
