SPED 510: Intensive Reading Intervention

COURSE
DESCRIPTION

This is an advanced course for teaching reading to students with moderate to severe difficulties in learning to read. The course will focus on evidence-based reading intervention within a Response to Intervention (RTI) framework.

PREREQUISITES

Graduate standing. Learners are assumed to have experience working with elementary, middle school and high school students.

COURSE
STRUCTURE

Textbook with posted reflections; posting to whole class using the Discussion Board and Threaded Discussion tools; synchronous online meeting(s); providing feedback to one another; and assignments. Course topics include:

Identify characteristics of students with diverse learning needs including children with learning disabilities and children with culturally and linguistically diverse backgrounds.
Identify and tell why the five critical areas of reading are important for students to develop into successful readers: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Use formal and informal assessments to diagnose reading needs, monitor performance, and plan instruction for students with learning disabilities and other diverse learning needs.
Identify and demonstrate research-based effective instructional techniques that promote active engagement and maximize student learning for a diverse range of learners.
Plan and demonstrate methods for teaching comprehension, vocabulary, fluency, phonics and phonemic awareness to students with learning disabilities and other diverse learning needs.

STANDARDS

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

1.3	Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
2.2	Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3	Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.1	Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
3.4	Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.2	Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
4.4	Motivate learners to be lifelong readers.
5.1	Display positive dispositions related to reading and the teaching of reading.
5.2	Continue to pursue the development of professional knowledge and dispositions.
5.3	Work with colleagues to observe, evaluate, and provide feedback on each other's practice.

PRACTICAL
APPLICATIONS

Course will enable learners to develop effective literacy instruction in content areas for adolescent students with special needs.

CORE/ELECTIVE

This graduate course can be used as 3 elective credits in the Literacy for Diverse Learners thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.

INSTRUCTOR

Dr. Amanda Sanford is an assistant professor of special education at Portland State University who teaches courses in literacy methods and assessment. Her professional emphasis focuses on research and consultation on prevention of reading difficulties, reading assessment, intervention, response to intervention, and schoolwide systems of reading instruction and positive behavior supports. Dr. Sanford consults with and provides professional development to schools, districts, and the state department of education in the areas of using assessment to guide instruction and effective instructional practices. (B.S.; M.A.; Ph.D., University of Oregon)

TARGET
AUDIENCE

Teachers interested in meeting the needs of students with moderate to severe reading difficulties or reading disabilities, and those seeking the Reading Specialist endorsement.

TIME
COMMITMENT

Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and teacher's classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

Textbooks are required for this course. Check the PSU ReadOregon website for required and recommended texts.

COST

No course in the ReadOregon curriculum will cost more than $330 per credit, including all fees, for students in the ReadOregon program.

CONTACT

For more details on this course, please contact Amanda Sanford, asanford@pdx.edu or Leah Hershey, hersheyl@pdx.edu at Portland State University.