Course Description
Focuses on translating evidence-based teaching methods related to language and literacy instruction for individuals with dyslexia and other high incidence disabilities. Information and specific strategies for identifying language and literacy difficulties are provided. Emphasis is on educational applications, designing and implementing instruction for students with reading disabilities.
Additional Requirements for Graduate Students:
Graduate students will complete all requirements assigned to undergraduates. In addition, they will be required read a supplemental text on reading disabilities and write a reflective summary of the text. Further, they will be required to video record themselves applying the specific, evidence-based strategies taught in the course.
Athena Title
Read Interven for Special Ed
Equivalent Courses
Not open to students with credit in EDSE 5150E or EDSE 7150E
Prerequisite
EDSE 2000 or EDSE 2000E or permission of department
Semester Course Offered
Offered fall
Grading System
A - F (Traditional)
Course Objectives
Upon completion of the course, students will be able to: 1. Identify specific, research-based instructional strategies for students with disabilities. 2. Identify key indicators of typical and atypical language development. 3. Give examples of how culture affects language development. 4. Distinguish between Tier 1 (general education), Tiers 2- 3 (intervention), and Tier 4 (special education) reading strategies and curricula. 5. Define key terminology related to the use, limitations, and interpretations of standardized and informal reading assessments. 6. Name a variety of assessments for language, reading, writing, and spelling, including those used for early identification. 7. Implement a reading intervention that addresses decoding, comprehension, written language, and/or general deficits in memory/retrieval. 8. Teach cognitive strategies to struggling readers for the purpose of improving reading, writing, spelling, or handwriting performance. 9. Apply progress monitoring procedures for the purpose of tracking educational improvement and making instructional decisions. 10. Administer and interpret assessments for the purpose of identifying prevention and intervention strategies. 11. Develop an intervention report that will include reflections on implementing scientifically-based interventions, application of a CBM, and professional teaching standards.
Topical Outline
Language Development/5 Big Ideas in Reading Reading Assessments (IRIs and CBMs)/Writing IEP Objectives and PLOPs Progress Monitoring in Reading and Spelling Systematic, Explicit Reading Instruction Reading and Language Curricula Phonemic Awareness and Alphabetic Principle Advanced-Word Reading Spelling Curricula Reading Fluency Vocabulary and Comprehension Adolescents with Reading Problems Handwriting
Syllabus
Public CV