Language & Literacy: Foundations for Intervention, Brown, Spring 2022
||EDU 5620 C01
||Online and In-person at Windsor Central Supervisory Union.
|Dates and Times:
||January 22 – May 7, 2022.
||3 graduate credits
The science of reading is converging and advancing with effective, evidence based approaches to instruction and intervention. This course aims to provide educators with: an understanding of the progression of literacy skills; the ability to identify students with, or at risk for, reading difficulty; and foundational knowledge of effective, preventative instruction and remedial interventions.
Our time together will include sharing our new understandings, spotlighting language and literacy research and assessments, and investigating structured literacy pedagogy. Participants will engage with our anchor texts, research articles, podcasts, and videos between class meetings.
This course is designed for educators and administrators seeking an introduction to the science of foundational literacy acquisition and implications for effective instruction. While the focus will be on providing future special educators with a grounding in literacy and language research and pedagogy, the course will be applicable to all teachers of reading. For as we will learn together, scholars of any age master the same set of skills to become fluent readers. What varies is the amount of high quality guided practice they need to reach fluency.
Course Goals & Objectives
Any student who has overcome reading difficulties will tell you that the gift of reading is, literally, life changing. This course aims to prepare learning specialists who can help struggling readers find success by providing timely instruction and interventions to prevent or mitigate the development of reading difficulties. Respecting the dignity of students by honoring their efforts and achievements will be a guiding principle of our work.
Upon successful completion of this course, educators will understand the instructional implications of:
- the crisis of illiteracy and low literacy in the United States.
- the foundational models of reading research including the Simple View of Reading, The Reading Rope, and the 4-Part Processing Model of Word Recognition.
- the relationship between reading comprehension, decoding, and oral language comprehension as a basis for assessment, instruction, and intervention.
- delays in early literacy acquisition and the cascading impacts on word recognition, fluency, language development, background knowledge, reading comprehension, written expression, overall academic success, and self concept.
- the developmental progression of phonological and phonemic awareness, decoding, encoding, and reading fluency and assessing and teaching these skills using diagnostic-prescriptive assessment and instructional routines including: screeners, diagnostic tests, progress monitoring, and outcome assessments.
- the commonalities of successful evidence-based structured literacy instruction and interventions for all scholars, including English language learners and special and general education students.
- efficient management of the intervention or instruction block for efficacy and student engagement through the principals of direct instruction.
- the significance of inclusion for exceptional students in general educational settings.
- the importance of professional learning and a growth mindset as a literacy teacher.
From Vermont Educator Endorsement #82 Special Educator:
- 4. have knowledge of current student learning standards and relevant state and national education initiatives
- 5. consider needs of students based on their demonstrated proficiencies and help students achieve those needs through personalized instruction
- 4. engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them
- 1. consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities
- 6. support mastery and promote generalization of learning
- 4. understand the significance of lifelong learning and participate in professional activities and learning communities
- 2. serve as a collaborative resource to colleagues
- 4. engage classroom teachers in innovative practice to ensure students with disabilities have full access to the universal core program
Course Anchor Texts (students purchase independently):
For additional course information
(802) 457-1317 x1205
For additional registration information