Reading Instruction for Learners with Reading Difficulties or Disabilities

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Demonstrate understanding of the research foundation that supports evidence-based reading instruction and intervention for all reading components.
• Identify specific connections between language structures (phonology, morphology, orthography, semantics, syntax, and pragmatics) and reading components (phonemic awareness, phonics/word recognition, fluency, vocabulary, and comprehension).
• Administer informal reading assessments and use data to determine students’ instructional needs, group students for instruction, and monitor student progres
• Plan a sequence of instruction or intervention lessons that target students’ instructional needs for small group or individual implementation.
• Implement lessons that include evidence-based instructional strategies (e.g., phoneme manipulation, continuous blending, fluency-building, explicit word learning, summarizing).
• Implement lessons that include features of effective instruction (e.g., scaffolding, explicit and systematic instruction, providing feedback, cumulative review).
• Analyze core reading programs, intervention programs, and technology tools to support reading foundational skills.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
APPR	20%
Tutoring Case Study	30%
Sound Cards	20%
Exams	30%

Attendance/Participation:

Attendance/participation is not a graded component included in the student's final grade for this course.

Course Materials Purchased by the Students:

• Honig, B., Diamond, L., & Gutlohn, L. (2018). CORE Teaching Reading Sourcebook, Third Edition. Novato, CA: Arena Press.
• Bursuck, W. D., & Damer, M. (2014). Teaching reading to students who are at risk or have disabilities: A multi-tier, RTI approach. Pearson Higher Ed.