Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education
ONLINE COURSE (Blackboard)

READ 551: Literacy Instruction for Special Needs Students: preK-12 (3 cr)
Summer 2003
Summer & Fall 2004, 2005, 2006, 2007, 2008
Summer 2009: 07/27/09 - 08/28/09

Mimi St. Pierre-Graves – Portland State University

COURSE
DESCRIPTION		 This 3-credit graduate course is designed to prepare effective and reflective teachers in language and literacy instruction for students with special needs. Special needs students are those who approach literacy learning in some unique and particular ways reflective of their physical, cognitive, and learning interests and challenges. In this course, participants will explore multiple perspectives, practices, and methodological approaches to literacy instruction which is research-based, and proven effective to promote literacy development of special needs students.
PREREQUISITES Graduate standing. Learners are assumed to have experience working with elementary and/or secondary students.
COURSE
STRUCTURE		 Textbook with posted reflections; posting to whole class using the Discussion Board and Threaded Discussion tools; synchronous online meeting(s); providing feedback to one another; and assignments. Course topics include:
  • Language and literacy development
  • Characteristics of special needs students
  • Framework and principals of effective literacy instruction to students with special needs
  • Methods of effective basic literacy skills instruction
  • Methods of teaching comprehension and critical thinking strategies
  • Methods of promoting learning and metacognitive strategies for lifelong learning
  • Methods of appropriate and meaningful assessment
    		•
    STANDARDS This course supports the following International Reading Association's 2003 Standards for Reading Professionals:
    1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
    1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
    1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
    2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
    2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
    3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
    3.2 Place students along a developmental continuum and identify students' proficiencies and difficulties.
    4.1 Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
    4.4 Motivate learners to be lifelong readers.
    PRACTICAL
    APPLICATIONS    		 Course will enable learners to develop effective literacy instruction for special needs students.
    CORE/ELECTIVE This 3-credit graduate course can be used as 3 core or elective credits in the Literacy for Diverse Learners thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.
    INSTRUCTOR Mimi St. Pierre-Graves, Instructor, Portland State University Graduate School of Education. St. Pierre-Graves is a retired teacher from Portland Public Schools. She has taught reading and ESL and has been in the classroom for almost 20 years. She directed a reading demonstration lab serving for Title I, ESL, and special education students. Her career has included teaching workshops to classroom teachers and educational assistants to help them better meet the needs of diverse populations of students.
    TARGET
    AUDIENCE    		 PreK-12 teachers with special needs students and those seeking the Reading Specialist endorsement.
    TIME
    COMMITMENT    		 Students should expect to spend approximately 22 hours per week for 4 weeks (summer) OR 9 hours per week for 10 weeks (fall) in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written and teacher's classroom-based assignment). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
    TEXTBOOK The textbook for this course is Readers and Writers with a Difference by Lynn K. Rhodes and Curt Dudley Moarling. Heinemann. ISBN: 0-435-07215-3
    COST No course in the ReadOregon curriculum will cost more than $300 per credit, including all fees, for students in the ReadOregon program.
    TECHNICAL
    REQUIREMENTS    		 This online course requires access to the Internet with Word/WordPerfect for written assignments. Recommended minimum computer configuration is:
    1. PC running Windows 95 or newer
    2. Macintosh Quadra 700 or better or Power PC
    3. Modem 28.8 or faster, or other network connection
    4. Sound card and speakers (optional)
    5. 32 Megabytes or greater of system RAM
    6. Adequate hard disk drive
    CONTACT For more details on this course, please contact Mimi St. Pierre-Graves or Val Katagiri at Portland State University.

    REGISTER at PSU

    For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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