www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Dyslexia and Reading Disabilities III: Foundations and Structure of Oral and Written Language
- Template 2019
- Section TMPL
- 1 Credits
- 05/20/2019 to 07/29/2100
- Modified 10/27/2022
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
This course provides explicit instruction of the structure of oral and written language. Candidates will discover the origins of English, the components of language, and the stages of reading development. Candidates will explore the reasons why children who have Dyslexia or other learning disabilities struggle in these areas. This course also includes foundational knowledge to better understand the structure of language in the components of phonological awareness, phonics, orthography, and morphology.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will identify and address typical deficits experienced by students who have Dyslexia or other learning disabilities which may impact language and reading development.
Serving the Community
Candidates will promote and implement appropriate, effective instruction for students with Dyslexia in their professional education communities as well as with parents/caregivers.
Finding Our Professional Selves
Candidates will become leaders and collaborators in the professional community who improve practices and programs for students with Dyslexia and their families.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Candidates will increase understanding of the history of English.(NBPTS 1,2,4; IDA 4A.1)
- Candidates will identify the components of language in the areas of phonology, morphology, syntax, semantics, and pragmatics.(NBPTS 1,2,4; IDA 1.1, 4A.1)
- Candidates will explain why students who have Dyslexia and other learning disabilities may have difficulty with the various components of language. (NBPTS 1,2,3,4; IDA 1.1, 1.8)
- Candidates will describe and evaluate the stages of reading development. (NBPTS 1,2,3,4; IDA 1.8)
- Candidates will analyze the structure of language in the areas of phonological and phonemic awareness, phonics, orthography, morphology, and syllabication. (NBPTS 1,2,4; IDA 1.1, 1.2, 4B.1, 4B.3, 4B.5, 4C.1, 4C.2, 4C.7)
- Candidates will design appropriate and effective literacy instruction. (NBPTS 1,2,3,4; IDA 4A.1)
Reflective writing assignments
Candidates will complete reflective writing assignments as assigned in each module.
- Course outcomes 1, 2, 4
- Standards NBPTS 1,2,4; IDA 4A.1
Candidates will respond to introductory discussion topic as assigned.
- Course outcomes 3, 4
- Standards NBPTS 1,2,3,4; IDA 1.1, 1.2, 1.8, 4B.1, 4B.3, 4B.5, 4C.1, 4C.2, 4C.7
Final assessment: Quiz on knowledge of the structure of language
Candidates will complete a formative assessment to demonstrate understanding of the structure of language
- Course outcomes 2 ,4
- Standards NBPTS 1,2,4; IDA 1.1, 1.2, 4B.1, 4B.3, 4B.5, 4C.1, 4C.2, 4C.7
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The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
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