Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Desire to Learn - D2L)

SPED 510: Intensive Reading Intervention (3 cr)
Spring 2011, 2012, 2013
Spring 2013: 04/01/13 - 06/14/13

Patricia Nash, Portland State University

COURSE
DESCRIPTION
This is an advanced course for teaching reading to students with moderate to severe difficulties in learning to read. The course will focus on evidence-based reading intervention within a Response to Intervention (RTI) framework.
PREREQUISITES Graduate standing. Learners are assumed to have experience working with elementary, middle school and high school 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:
  • Identify characteristics of students with diverse learning needs including children with learning disabilities and children with culturally and linguistically diverse backgrounds.
  • Identify and tell why the five critical areas of reading are important for students to develop into successful readers: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
  • Use formal and informal assessments to diagnose reading needs, monitor performance, and plan instruction for students with learning disabilities and other diverse learning needs.
  • Identify and demonstrate research-based effective instructional techniques that promote active engagement and maximize student learning for a diverse range of learners.
  • Plan and demonstrate methods for teaching comprehension, vocabulary, fluency, phonics and phonemic awareness to students with learning disabilities and other diverse learning needs.
STANDARDS This course supports the following International Reading Association's 2010 Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
PRACTICAL
APPLICATIONS
Course will enable learners to develop effective literacy instruction in content areas for adolescent students with special needs.
CORE/ELECTIVE This graduate course can be used as 3 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. Please consult an advisor at your home institution about adding this course to your program.
INSTRUCTOR Patricia Nash has worked as a special education teacher, reading specialist, special programs coordinator, mentor and literacy coach, has spent time doing outreach training and core reading enhancements for the Oregon Department of Education. and currently works as special education teacher, interventionist and literacy coach for the North Bend School District. She teaches courses in enhancing core reading programs, reading assessments, diagnoses and remediation, with a professional emphasis on early reading instruction and remediation. She has spent several years working with teachers to develop effective instructional techniques. She promotes early intervention in reading instruction, effective instructional techniques, and using data to drive instruction.
TARGET
AUDIENCE
Teachers interested in meeting the needs of students with moderate to severe reading difficulties or reading disabilities, and those seeking the Reading Specialist endorsement.
TIME
COMMITMENT
Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and teacher's classroom-based assignments). 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 Textbooks are required for this course. Check the PSU ReadOregon website for required and recommended texts.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees, for students in the ReadOregon program.
CONTACT For more details on this course, please contact Patricia Nash, pnash@pdx.edu or Elizabeth Snyder, snydere@pdx.edu 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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