Mindplay Comprehensive Reading Course for Educators, Varricchio, Summer 2019
||EDU 5620 C13
|Dates and Times:
||May 18, 2019- May 18, 2020. Students can begin the course any time this summer. The course takes a full 10 months.
||3 Graduate Credits
Note: Please register directly with the Stern Center for Language and Learning. If you wish to take the course for Castleton credit, please notify Stern. Stern staff will then give you the link to Castleton's online registration form.
The Mindplay Comprehensive Reading Course for Educators provides a conceptual understanding of how students learn to read and the elements of effective reading and spelling instruction. This course draws on current research, developmental models, and practical teaching strategies and activities to help teachers understand students' evolving insights into the workings of our alphabetic system. Participants will gain an awareness of the power and usefulness of explicit, systematic instruction in phonological awareness, reading and spelling development, phonics, structural analysis, grammar, fluency, vocabulary, and reading comprehension. Participants will increase understanding of how the English language works and how teachers can foster literacy for all learners. Knowing how our language works is the key to delivering quality reading and spelling instruction.
Age focus: Kindergarten through Grade 6
Course Goals & Objectives
As a result of the course, students will understand:
- explicit, systematic instruction that is consistent with current scientific research benefits learning
- phonological awareness can be taught and learned and benefits students when learning to decode and spell
- systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction and is critical for students who are having difficulty acquiring these skills
- fluency is an essential reading skill, how to set appropriate fluency goals, how to assess reading fluency, and how to provide intervention as necessary
- grammar is a system of rules that governs our use of both spoken and written
- why it is important to teach vocabulary and ways to enhance vocabulary learning
- what reading comprehension involves, the factors that influence reading comprehension, and how to provide meaningful instruction
- how to recognize strengths and needs in reading and spelling programs and enhance programs as needed by using research-based best practices
- developmental frameworks for determining student's reading and spelling levels and needs and for setting instructional goals
Birsh, J. (2018). Multisensory teaching of basic language skills (4th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.
To purchase this text directly from the publisher, you may use this link:
Carreker, S. & Birsh, J. (2019). Multisensory teaching of basic language skills activity book. Baltimore, MD: Paul H. Brookes Publishing Co.
To purchase this Activity Book directly from the publisher, you may use this link:
- Selected Readings from Birsh, J. (2018). Multisensory teaching of basic language skills (3rd). Baltimore, MD: Paul H. Brookes Publishing Co.
- Module 1: Chapters 1-2
- Module 2: Chapters 3, 4 & 6
- Modules 3-5: Chapters 5, 9, 10, & 14
- Module 6: Chapter 12
- Module 7: Chapter 17
- Module 8: Chapter 15
- Module 9: Chapter 16
- Carreker, S. & Birsh, J. (2019). Multisensory teaching of basic language skills activity book. Baltimore, MD: Paul H. Brookes Publishing Co. Students will complete activities to accompany each assigned chapter. The answers are in the back of the book to use to evaluate your understanding.
- Course Manual from the MindPlay Comprehensive Reading Course for Educators. (Download from the course site at MindPlay Academy.)
- Ehri, C. L. (2002). Phases of acquisition in learning to read words and implications for teaching. BJEP Monograph Series II, Number 1-Learning and Teaching Reading, 1(1), 7-28.
- Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C.A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.
- Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR. Behavioral Research and Teaching, University of Oregon.
- International Dyslexia Association (2010). Knowledge and practice standards for teachers of reading. Washington, DC: Author.
- Moats, L. C. (2005). How spelling supports reading. American Educator, Winter 2005/2006, 12-43.
- National Reading Panel. (2000). Teaching children to read: An evidence- based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Reading Panel, National Institute of Child Health and Human Development.
- Shanahan, T., Callison, K., Carriere, C., Duke, N.K., Pearson, P.D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.
- Snow, C.E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young Students. Washington, DC: National Academy Press.
- Spencer, M., Quinn, J.M., Wagner, R.K. (2014). Specific reading comprehension disability: Major problem, myth, or misnomer? Learning Disabilities Research & Practice, 29, 3-9.
For additional course information
For additional registration information
(802) 878-2332 x 320