CPSE 430 - 01



CPSE 430

Brigham Young University ( Counseling Psychology and Special Education

Winter 2006

Course title: Teaching Reading and Language Arts: Students with Disabilities

Course credit: 3

Room and time: 238 MCKB W 4:00-6:50 pm

Instructors: Katie E. Sampson, M.S. 350-F MCKB 422-1408

Katie_sampson@byu.edu

Heidi Abraham, M.S. 237-A MCKB 422-1690

Heidi_abraham@byu.edu

Office hours: Abraham: TH 11-12 & 2-3pm, others by appointment/open door policy

Sampson: W: 3-4pm, and by appointment/open door policy

Course Description: This course prepares participants to teach beginning and remedial reading and language arts by using explicit instructional methods developed and validated by the Exemplary Center for Reading Instruction (ECRI). The course includes assessment, placement, and instruction for letter names and sounds, new vocabulary, fluency, comprehension, penmanship, spelling, grammar, and written expression.

Prerequisite: Admission to special education major or licensure program.

Required texts

▪ Reid, E. R. (1982). Teaching grammar for sentence reading and writing, Books 1 and 2. Salt Lake City: Cove.

• Englemann, S. (1983). Teach your child to read in 100 easy lessons. New York: Simon & Schuster.

• Lapin, G. (2002). Beginning reading for older students. Grand Rapids, MI: McGraw Hill.

• Oelwein, P. L. (1995). Teaching reading to children with down syndrome; a guide for parents and teachers. Bethesda, MD: Woodbine House.

Conceptual framework for this course

Moral endeavor at Brigham Young University is established upon principles of eternal and unchanging truth contained in the restored gospel of Jesus Christ. Prophets of God proclaim that “all human beings—male and female—are created in the image of God. Each is a beloved spirit son or daughter of heavenly parents, and, as such, each has a divine nature and destiny.”1

Teaching is a moral endeavor that recognizes and responds to the divine destiny of all persons. Moral teachers ensure that students master the knowledge, skills, and dispositions necessary to realize their divine potential for growth and achievement. Therefore, moral teachers:

1. Recognize and cultivate the divine nature and individual worth of each student

2. Embrace and apply proven instructional practice

3. Establish and maintain positive, supportive learning environments

4. Value and enact respectful interpersonal behavior and responsible citizenship

Four assumptions guide our work:

1. All children can learn.

2. Schools exist to advance student learning.

3. Teachers are accountable for student achievement.

4. Accountability is driven by measurement.

NCATE elements and standards

| | |Council for Exceptional|INTASC Evaluation Standards| |

| | |Children | |MSE Conceptual Framework Aims|

|Course Learning Outcomes |Assessment | | | |

| | |CEC knowledge and skill|S1: Subject matter |CF1: Embrace and apply the |

| | |base for all |S2: Student learning |moral dimensions of teaching |

| | |entry-level special |S3 Diverse learners |Practice nurturing pedagogy |

| | |education teachers of |S4: Instructional |Provide access to knowledge |

| | |students with |strategies |Enculturate for democracy |

| | |exceptionalities in |S5: Learning environments |Ensure responsible |

| | |individualized general |S6: Communication |stewardship of schools |

| | |curriculums |S7: Planning instruction |CF2: Demonstrate academic |

| | | |S8: Assessment |excellence. |

| | | |S9: Reflection and |CF3: Model collaboration |

| | | |professional development |CF4: Act with social |

| | | |S10: Collaboration, ethics,|competence |

| | | |and relationships | |

|1. Summarize and present the findings of |Submit paper and present with|CC1K1 CC2K2 CC3K2 |S1 S7 |CF1 CF2 |

|the National Reading Panel and the |group |GC7K4 CC9K4 | | |

|requirements of the Reading First program.| | | | |

|2. List and explain ten common myths and |Submit paper |CC3K5 GC3K1 GC4K4 |S1 S2 S3 S4 S7 S9 |CF1 CF2 |

|five important discoveries about reading | |GC7K4 CC9S10 | | |

|instruction, as explained in research. | | | | |

|3. List and describe teacher behaviors for|Submit paper |GC4K3 CC4S3 CC5K3 |S2 S3 S4 S7 |CF1 CF2 |

|sequential explicit instruction | |CC5K4 GC5K3 CC5S4 | | |

| | |GC4S12 GC7K1 GC7K3 | | |

|4. Use Dynamic Indicators of Basic Early |Demonstrate in class and |CC7S4 CC8K1 CC8K4 |S7 S8 |CF1 CF2 |

|Literacy Skills (DIBELS) to benchmark and |submit 4 assessments of |GC8K1 GC8K4 CC8S2 | | |

|monitor reading progress of one early |student |CC8S5 | | |

|elementary student. | | | | |

|5. Choose reading materials to match |Submit paper |GC4K1 CC7K2 GC9K1 |S2 S7 |CF1 CF2 |

|student instructional reading levels. | | | | |

|6. Prepare mastery tests and teaching |Submit paper |CC7S11 |S2 S7 |CF1 CF2 |

|materials for teaching new vocabulary. | | | | |

|7. Demonstrate the teaching of letter |Memorize and demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|names and sounds. | | | | |

|8. Demonstrate the teaching of new words |Memorize and demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|through phonics. | |GC6S1 | | |

|9. Demonstrate the teaching of new words |Memorize and demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|through five word structure methods. | |GC6S1 | | |

|10. Demonstrate assessment and teaching of|Demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|reading fluency. | | | | |

|11. Demonstrate the teaching of spelling. |Demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

| | |GC6S2 | | |

|12. Demonstrate the teaching of |Demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|penmanship. | |GC6S4 | | |

|13. Demonstrate the teaching of literal |Demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|comprehension skills. | |GC4S14 | | |

|14. Demonstrate the teaching of |Demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|inferential comprehension skills. | |GC4S14 | | |

|15. Demonstrate the teaching of grammar |Demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|for sentence reading and writing. | |GC6S3 | | |

|16. Demonstrate the teaching of creative |Demonstrate |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |

|and expository writing. | | | | |

|17. Demonstrate practice time routines. |Demonstrate |GC4S4 GC4S11 CC5S12 |S4 |CF1 CF2 |

|18. Demonstrate the use of progress |Submit paper |CC7S4 CC8S8 CC8S10 |S4 |CF1 CF2 |

|monitoring data to make instructional | | | | |

|decisions. | | | | |

|19. Write IEP present levels of |Submit paper |CC7S2 |S2 S8 |CF1 CF2 |

|educational performance, annual goals and | | | | |

|short-term objectives for reading. | | | | |

|20. Plan daily lessons for reading and |Submit paper |CC7K1 CC7S2 CC7S5 |S7 |CF1 CF2 |

|language arts. | |CC7S10 | | |

|21. Develop and select instructional | |CC7S8 |S4 |CF1 CF2 |

|content that responds to diversity | | | | |

Point deductions: Late assignments : 10% off each day, assignments are due at the beginning of class.

Unexcused absence: -2 points

Grading: A 95-100 % B 83-85 C 73-75 D 63-65

A- 90-94 B- 80-82 C- 70-72 D- 60-62 B+ 86-89 C+ 76-79 D+ 66-69 E < 59

Methodologies/

Teaching Strategies: Multimedia presentations, interactive demonstrations, small group collaborative activities, mastery presentations.

Course expectations

• Adhere to the Honor Code and dress and grooming standards

• Attend all class sessions

• Actively participate in course activities

• Complete and submit assignments when scheduled

• Use effective problem solving strategies

Mission of Brigham Young University Special Education

We maximize the potential of learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:

Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.

Prepare master special educators who provide leadership in problem solving and collaborative relationships with professionals and families.

Add to the knowledge base of special education and related disciplines through research.

Serve and advocate for learners with individualized educational needs and others who support them.

Preventing Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. The BYU policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847.

Students with Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this course successfully, please contact the University Accessibility Center (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center.

If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB.

Diversity

The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and with diverse linguistic and cultural backgrounds.

Note

1. The Family: A Proclamation to the World. The Church of Jesus Christ of Latter-day Saints, Intellectual Reserve, 1997.

Bibliography

Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: National Institute for Literacy. Available at:

Carnine, D. W., Silbert, J., Kame’enui, E. J., Tarver, S. G. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson.

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-212.

Gersten, R. & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal, 101(3), 251-272.

Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities. Learning Disabilities Quarterly, 22, 78-98.

Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504-532.

Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7-26.

Wren, S. (2002). Ten myths of reading instruction. Austin TX: Southwest Educational Development Laboratory.

Sampson Assignments

|Title |Points Possible |Points Earned |

|National Reading Panel/10 myths Articles |10 | |

|Teach your child to read in 100 easy lessons wksht. |20 | |

|Reading Inventory |10 | |

|Teaching reading to children with down syndrome wksht. |20 | |

|Teaching reading to children with down syndrome presentation |30 | |

|Class readings: Edmark, Milestones & Balanced Literacy |30 | |

|Teaching Reading to older students |20 | |

|Lesson Plans: Balanced Literacy, Guided Reading & Interactive Writing |20 | |

|Final |65 | |

|Professionalism points (attendance, punctual, responsible, cooperative) |20 | |

|TOTAL: |245 | |

CPSE 430-400 ▪ Course Calendar

Winter 2005

|Date |Topic |Assignment Due |

|Jan 11 |Introduction and overview |Ten Myths. . . |

| |Reading myths and facts |National Reading Panel. |

| |All students can read | |

| |National Reading Panel | |

|18 |Balanced Literacy /Teach your child to read in 100 |Balanced Literacy Readings (10 pts)/ Teach your |

| |easy lessons |child to read in 100 easy lessons wksht. (20pts) |

|25 |Teaching reading to children with down syndrome |Reading Inventory (10pts) & Teaching reading to |

| | |children with down syndrome wksht. (20 pts) |

|Feb |Teaching reading to children with down syndrome |Prepare Teaching reading to children with down |

|1 |presentations |syndrome presentation (30 pts) |

|8 |Balanced Literacy: Guided Reading & Interactive |Have Fun! |

| |Writing with Direct Instruction Lesson Plans | |

|15 |Teach Lesson Plans/ Reading for all Learners: Swirl, |Create Guided Reading and Interactive Writing |

| |Hoffmeister |Lesson Plans (20 pts). |

|22 |Edmark Reading |Edmark Readings (10 pts) |

|Mar |Teaching Reading to older students/ Milestones |Read Teaching Reading to older students, complete|

|1 |Reading/ REVIEW |wksht and create 2 books out of the book (20 |

| |Jen coming 5:30 |pts)/ Milestones Readings (10 pts |

| | |STUDY HARD!!! |

| |MIDTERM EXAM ONLINE | |

| | | |

|Date |Topic |Assignment Due |

|8 |CBM |TBA |

| |DIBELS Assessment | |

|15 |DIBELS |TBA |

| |Planning for Instruction | |

|22 |What works for reading |TBA |

| |ECRI introduction | |

| |Teaching letter names and sounds | |

| |Teaching new words through phonics | |

|29 |Teaching new words through word structures 1 & 3 |TBA |

| |Teaching words by sight | |

|Apr |Teaching new words through word structures 2 & 4 & 5 |TBA |

|5 | | |

|12 | Grammar |TBA |

| |FINAL |STUDY HARD |

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