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Evidence-based Instruction and Interventions for Students with the Characteristics of Dyslexia

This two credit graduate course provides educators with evidence-based instructional strategies and interventions grounded in the science of reading.  These strategies and interventions are specifically designed for students with characteristics of dyslexia, including the use of explicit, systematic, and sequential approaches to reading instruction, developing phonological and phonemic awareness, decoding, and implementing multisensory intervention strategies.

This course is designed for all educators who work with students who struggle with reading and provides a collection of research that explains how people learn to read and how to teach reading. The use of technological applications for students with dyslexia is also included.

 

The Required text for his class is Essentials of Dyslexia Assessment and Intervention, 2nd edition, by Nancy Mather and Barbara J. Wendling. ISBN: 9781394229239

 

Madonna University EDU 5830.65


Graduate participants earn 2 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 40 hours of professional development credit for online classes.

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Outline

Introduction: Introductions and Understanding Dyslexia

Contents:

  1. Participant introductions
  2. Characteristics of dyslexia
  1. Definitions of dyslexia
  2. Misconceptions about dyslexia

Module One: Dyslexia and the Brain

Contents:

  1. Participant introductions
  2. Characteristics of dyslexia
  1. Definitions of dyslexia
  2. Misconceptions about dyslexia

Module Two: Assessment of Decoding, Encoding, and Reading Fluency

Contents:

  1. Development of decoding, encoding and reading fluency
  2. Assessment of:
    • Decoding and encoding
    • Orthographic processing
    • Morphology
    • Basic reading skills and spelling
    • Fluency

Module Three: Phonological Awareness and Early Reading and Spelling

Contents:

  1. Blending, segmentation, and phonemic manipulation
  2. Teaching letters and sounds
  3. Phoneme-grapheme relationships
  4. Oral language

Module Four: Orthography

Contents:

  1. Orthography
  2. Orthographic Mapping for Reading
  3. Orthographic Mapping for Spelling
  4. Teaching the orthographic system
  5. Phoneme-Grapheme Relationships

Module Five: Instruction in Basic Reading Skills, Spelling, and Reading Fluency

Contents:

  1. Phonics approaches
  2. Structural analyses of decodable texts
  3. High fluency and irregular words
  4. Instruction on phonology, orthography, and morphology
  5. Modifications in the spelling program
  1. Components of reading fluency
  2. Effective interventions
  3. Instructional methods

Module Six: Technology Applications for Students with Dyslexia

Contents:

  1. Personal, instructional and assistive technology
  2. Technology tools for students with dyslexia
  3. Online tools
  1. Evidence Based Programs
Objectives

Students will:

  • Discover resources for dyslexia laws.
  • Explore the symptoms and characteristics of dyslexia
  • Appraise common misconceptions about dyslexia
  • Interpret the four phases of reading development
  • Compare orthographic learning and morphological knowledge
  • Analyze measures of reading fluency and fluency benchmarks
  • Integrate strategies for phonemic awareness and letter knowledge and adapted procedures
  • Generate a systematic sequence for phonics instruction, including analyses of syllable and sight word instruction
  • Evaluate common spelling errors and design strategies for increasing knowledge of phonology and phoneme-grapheme relationships
  • Prescribe techniques for increasing reading fluency
  • Create reading plans that integrate electronic apps and software
Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.