TEAS 4005/5005/6005

Reading Across the Curriculum

 3 Credit Hours

 

 
Course Information
Course Description:

This course is designed to inform teachers about reading disorders, reading remediation and reading in the Least Restrictive Environment.  Students will learn strategies designed to detect and correct these special needs.  Alternative modes of instructions are a focus.
 Course Objectives:


This course is designed to assist students in:

  1. accommodate special needs in the least restrictive environment.
  2. detect and correct word recognition problems
  3. apply word identification strategies
  4. apply phonological awareness strategies
  5. apply skills to increase vocabulary development
  6. use both formal and informal means of detecting comprehensive problem
  7. apply principles of correcting listening comprehension problems
  8. apply principles of correcting oral comprehension problems
  9. distinguish between language difference and language disorders
  10. apply principles of enhancing reading fluency
  11. use both formal and informal means of detecting problems of written expression
  12. apply principles of correcting problems of written expression
  13. identifying and remediating reading disabilities
     
Prerequisites and Corequisites:
 
TEAS 4005 is part of the program of study leading to the add-on endorsement in Special Education in the Regents Online Degree Program (RODP). Before enrolling in TEAS 4005, students must meet the following criteria:
  • Admission to the RODP  add-on endorsement in Special Education.
  • Prior to enrolling in this course, students must have completed TEAS 4001 and 4003.
  • TEAS 4004 and 4007 may be taken with this course
Course Topics:

I.  Least Restrictive Environment (LRE)

    a. Inclusion, mainstreaming and the regular education initiative

    b. The continuum of service placement options

    c. No Child Left Behind Act (PL 107-110, 2001)

    d. Free Appropriate Public Education (FAPE) versus Free Inclusive Public Education (FIPE)

II.  Word Recognition Skills

    a. Early recognition skills

    b. Specific Word Recognition Skills

    c.  Formal detection of word recognition problems (testing)

    d.  Informal detection of word recognition problems (IRI, checklists, observation)

    e. Key principles for inclusive instruction

    f. Specific skills and strategies for correction: instruction must be direct, explicit, systematic and comprehensive

       (Foorman & Torgesen, 2001)

III.  Phonologcal awareness

    1. the awareness of speech sounds
    2. guided opportunities for sound perception engagement
    3. sound rich environment: rhyming, chants, etc.

IV.  Reading Fluency

a.       proper phrasing

b.      accuracy

c.       good expression

d. repeated or guided reading

e. increasing independent or recreational reading

V. Vocabulary Development

a.       Concept vocabulary

b.      Context vocabulary

c.       Vocabulary analysis

VI. Reading Comprehension

     a.  Formal detection of comprehension problems (testing)

     b. Informal detection of comprehension problems (IRI, checklists, etc.)

     c. Key principles for correcting reading comprehension:  use prereading, in-process reading and

         postreading strategies to correct comprehension problems

d.      Listening, oral reading and silent reading comprehension

e.       Learning by doing

     e. Literal, inferential, and critical comprehension in the content area

VII.  Oral Communication

     a. Referral indicators:  articulation, voice, and fluency

     b. Classroom accommodations

     c. supplemental corrective therapy selected inn consultation with the speech therapist

       d. oral language disorders

         (1) understanding and using language

         (2) sending and receiving nonverbal messages

           (3) sound substitutions  

      g.  Speech and language pathologist consultation

VIII. Written Expression

      a. Formal detection techniques - less precise and often less valued

      b. Informal detection techniques - holistic, primary-trait, or analytic scoring

      c. Correct with brief, structured exercises and nurture the writing process

     d.  Essential skills:  written expression, written grammar and writing across the curriculum

IX.  Improving comprehension

                 a.  purposeful and explicit teaching

     b. build on vocabulary and advanced language development

     c. interactions that support the understanding of texts

     d. comprehension of narrative text

     e. comprehension of expository text

X.  Reading Disabilities

      a. Dyslexia, dysgraphia, dyspraxia. and other disorders

      b. Reading Recovery, Reading ASSIST and other models

      c. Overcoming their disability
Specific Course Requirements:
 
This course will be completed online, therefore, it is necessary that the student have access to the Internet frequently for extended periods of time. In addition, the student needs to have basic computer skills including the ability to browse internet sites, create documents in a word processing program, and upload and download files.
 
Specific course assignments are listed under assignments and participation.
 
Textbooks, Supplementary Materials, Hardware and Software Requirements
Required Textbooks:
Please visit the RODP Virtual Bookstore for information on the textbooks needed for this course:
http://rodp.bkstr.com
 
Supplementary Materials:
 
 
Hardware Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.
 
Software Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm. Specific hardware requirements for this course include: Real Player, Acrobat Reader, and Microsoft Word.
 
Instructor Information
Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours and other communication information.
 
Assessment and Testing Procedures:

 
Grading Procedure:
Work will be graded on the successful completion of the assigned course requirements. These assignments need to be submitted within the designated time frame. In addition, students will need to respond to discussion questions on a weekly basis.
Grading Scale:
100-93---A
83-92---B
76-82---C
 
Assignments and Participation
Assignments and Projects:

1.  Assigned readings from the textbook and refereed professional journals to supplement the textbook.

2.   Create a PowerPoint presentation of the appropriate implementation of a problem detection technique as well as the most appropriate strategy for correcting the problem. DUE the 3rd week.

3.  Create a Case Study of one student who has a reading disability.  Describe the student’s condition in detail. Explain who is involved in the decision to seek assistance if necessary.  What measures should be used to identify the severity of the disability?  Are there steps of treatment or is the student immediately placed in a pull-out program?  How are the student’s needs met in the LRE?  DUE week 14.

4.   Analyze two articles from professional journals of your choice on current issues in teaching literacy skills in an inclusion setting.  Articles are due the 6th and  9th weeks of class.

5.   Write a 4-5 page paper on “struggling or reluctant readers”. Use the most current APA manual. DUE the week 15th

 
Class Participation
Students must participate in all interactive aspects of the course. You are expected to communicate with the instructor as a learning resource, students must check the course bulletin board frequently for announcements, and students must actively participate in threaded discussions.
 
 
Punctuality:
It is important to keep the dates all assignments are due in mind. Assignments must be completed by the due date. Extensions may be obtained in extreme circumstances if the instructor is made aware of the situation before the assignment is due.
 
Course Ground Rules
Active participation in all aspects of the course is required. Learn how to navigate in WebCT. Check regularly for course announcements. Use the e-mail address assigned to you inside the course as opposed to either a university or a personal e-mail address. Address technical problems immediately! Observe course netiquette at all times.
 
Guidelines for Communications
Email:
  • Always include a subject line and your name.
  • Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
  • Use standard fonts.
  • Do not send large attachments without permission.
  • Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
  • Respect the privacy of other class members
 
Discussion Groups:
  • Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
  • Maintain threads by using the "Reply" button rather starting a new topic.
  • Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
  • Be patient and read the comments of other group members thoroughly before entering your remarks.
  • Respond in a thoughtful and timely manner.
 
Chat:
  • Introduce yourself to the other learners in the chat session.
  • Be polite. Choose your words carefully. Do not use derogatory statements.
  • Be concise in responding to others in the chat session.
  • Be prepared to open the chat session at the scheduled time.
  • Be constructive in your comments and suggestion
Web Resources:
 

Library

The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses.
 

Students With Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
 
Syllabus Changes
The instructor reserves the left to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
 
Technical Support
Telephone Support:
 
If you are having problems logging into your course,
timing out of your course, using your course web site tools, or other technical problems, please contact the Eduprise Help Desk by calling

 

1-866-550-7637 (toll free)

or go to their website at:

http://help.rodp.org
Bibliography
 

Bakken, J.P., Mastropieri, M.A., & Scruggs, T.E. (1997). “Reading comprehension of expository science material and students with learning disabilities:  A comparison of strategies. Journal of Special Education, 31, 300-324.

Isaacson, S., & Gleason, M.M. (1997), “Mechanical obstacles to writing;  What can teachers do to help students with learning problems?  Learning Disabilities Research & Practice, 12, 188-194.

Jennings, J.H., Caldwell, J., & Lerner, J.W. (2006) Reading Problems:  Assessment and Teaching Strategies, (5th ed.) Boston: Pearson Education Inc. a subsidiary of Allyn & Bacon.

Lovett, M.W., Lacerenza, L., Borden, S.L., Frijters, J.C., Steinbach, K.A. & DePalma, M. (2000). Components of effective remediation for developmental reading disabilities:  conbining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263-283.

Mastropieri, M.A., Leinhart, A., & Scruggs, T.E. (1999).  Strategies to promote reading fluency. Intervention in School Clinic, 34, 278-292.

Mastropieri, M.A., & Scruggs, T.E. (1997). Best Practices in promoting reading comprehension in students with learning disabilities: 1976 to 1996. Remedial and Special Education, 18, 197-213.

  Mastropieri, M.A., Scruggs, T.E., Mohler, L.J., Beranek, M.L., Spencer, V., Boon, R.T., & Talbott, E. (2001) Can Middle school students with serious reading difficulties help each other and learn anything? Learning Disabilities Research & Practice, 16, 18-27.

Moore, D.,  Moore, S., Cunningham, P., & Cunningham J., (1998). Developing Readers and Writers in the Content Areas K-12. (3rd Edition) New York: Longman.

Reading OnLine - An Electronic Journal of the International Reading Association

Polloway, E.A., Smith, T.E.C., & Miller, L. (2003). Language instruction for students with disabilities (3rd ed.) Denver: Love Publishing. 

Redrotty, B., Bryant, S.V., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2000). “Reading Outcomes For Students With And Without Reading Disabilities In General Education Middle-School Content Area Classes, Learning Disability Quarterly, September 22, 2000.