Designing Reading Interventions for Special Education
EDSE 5150/7150
3 hours
Designing Reading Interventions for Special Education
Course Description
The focus of this course is on translating evidence-based teaching methods related to literacy instruction for students with reading disabilities (e.g., dyslexia, DLD, LD) into guidelines for instruction and intervention. The emphasis is on applying an understanding of the English language and reading development to the implementation of structured literacy.
Additional Requirements for Graduate Students: Students enrolled in the graduate section of the course will create a letter to parents in which they will explain a structured literacy approach and highlight the types of instructional activities they will be providing within a structured literacy approach.
Athena Title
Read Interven for Special Ed
Equivalent Courses
Not open to students with credit in EDSE 5150E or EDSE 7150E
Undergraduate Pre or Corequisite
EDSE 5120/7120 or EDSE 5120E/7120E or EDUC 2140 or EDUC 2140E
Semester Course Offered
Offered fall
Grading System
A - F (Traditional)
Student learning Outcomes
Upon completion of the course, students will be able to explain the difference between structured literacy approaches and balanced or whole-language-based approaches.
Upon completion of the course, students will be able to explain how an understanding of the alphabetic principle undergirds reading acquisition.
Upon completion of the course, students will be able to explain the reciprocal relationship between phonemic awareness and phonics instruction.
Upon completion of the course, students will be able to identify, pronounce, classify, and compare all consonant and vowel phonemes of English.
Upon completion of the course, students will be able to design and implement explicit, systematic, cumulative, teacher-directed reading instruction.
Upon completion of the course, students will be able to develop lesson plans that reflect an understanding of English orthography—from basic spelling patterns (e.g., CVC, CCVC, CVCC, CVCe) to more complex spelling patterns (e.g., vowel di- and tri-graphs, soft and hard sounds), including multisyllabic words.
Upon completion of the course, students will be able to implement decoding and encoding routines to promote automatic word reading and accurate spelling.
Upon completion of the course, students will be able to teach the spelling of regular and irregular words using systematic, alphabetic, and morphologically based practices.
Upon completion of the course, students will be able to implement a variety of techniques and methods for building students’ oral reading fluency.
Upon completion of the course, students will be able to implement informal diagnostic surveys of phonemic awareness, decoding skills, oral reading fluency, and spelling.
Upon completion of the course, students will be able to state the IDA’s professional dispositions and practices, including doing no harm, maintaining public trust through the use of best practices, respecting confidentiality, objective reporting, and respecting the intellectual property of others.
Topical Outline
Reading Wars & the Simple View of Reading
Structured Literacy & Phonetics
Phonemic Awareness & Phonics
Teaching Phoneme-Grapheme Correspondence
Three-Part Drill
Three-Part Drill, Sharpening our Skills
Word, Phrase, and Sentence Dictation and Reading
Irregular/Red/Heart Words; Decodable Texts
CVC Words and Spelling Conventions; Morphology [Word Detectives]
Multisyllabic Words; Magic E, Open & Closed Syllables
Consonant Blends; Review Open/Closed Syllables
Vowel Teams, R-Controlled and C-le; Advanced Phonics
Fluency: Reading Connected Text
Diagnostic Assessment for Instruction
Structured Literacy for Instruction and Intervention
