Internet Explorer 7, 8, and 9 are no longer supported. Please use a newer browser.
Concourse works best with JavaScript enabled.
University of St. Francis logo · 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 08/02/2020

Mission Statement

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.

Understanding Students

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:

  1. Candidates will increase understanding of the history of English.(NBPTS 1,2,4; IDA 4A.1)
  2. 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)
  3. 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)
  4.  Candidates will describe and evaluate the stages of reading development. (NBPTS 1,2,3,4; IDA 1.8)
  5. 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)
  6. Candidates will design appropriate and effective literacy instruction. (NBPTS 1,2,3,4; IDA 4A.1)


No textbooks are required for this course.


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

Discussion Response
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

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

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.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Additional Items

Course References

Adams, M., Foorman, B. R., Lundberg, I., & Beeler, T. (in press). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD.

Birsh, J. R. (2005). Multisensory teaching of basic language skills (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill Book Company.

Gillingham, A., & Stillman, B.W. (1997). Gillingham manual (Remedial training for children with specific disability in reading, spelling, and penmanship). Westford, MA: School Specialty, Inc.

Rome, P. D. (1976). Language tool kit. Cambridge, MA: Educator's Publishing Service.

Websites  (Multi-Sensory Structured Language Teaching Factsheet; Learning Standards for Teachers of Reading; Dyslexia Factsheet), obtained on June 17, 2015 and March 15, 2018 

McEwan, E. (n.d.). Root words, roots, and affixes. Retrieved June 17, 2015 from  (Morphology Matrix Maker) accessed on June 17, 2015 accessed on June 17, 2015,  accessed on June 17, 2015  (Semantic map) accessed on June 17, 2015  (Semantic Feature Analysis Matrix) accessed on June 17, 2015

Walpole, S., & McKenna, M. (n.d.). CLOVER Syllable Types and Syllable Division. Retrieved June 22, 2015 from   

Carroll, J. (n.d.). Syllable Types PowerPoint. Retrieved June 22, 2015 from  

Foorman, Ph.D., B. (n.d.). Evidence Based Reading Intervention Research in K-12. Retrieved June 22, 2015 from  

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved from (Sequence of Acquired Speech Sounds) obtained on June 17, 2015 accessed on June 17, 2015 (Types of Dyslexia) obtained on June 17, 2015 (Q&A on Dyslexia) obtained on www.ihelpdyslexic accessed on June 17, 2015