Dyslexia and Reading Disabilities: 1 in 5
REAL-642

Provides candidates an overview of Dyslexia and other reading disabilities.  Candidates learn how to identify the signs and symptoms of Dyslexia and explore teaching strategies, resources, and tools to address the needs of struggling readers.  Elements of multi-sensory structured learning are introduced, and candidates will learn how to apply these elements to reach and teach struggling readers in the areas of phonemic awareness, phonics, fluency, comprehension, vocabulary and spelling.

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 learn what signs and symptoms to look for to identify students struggling with literacy,how to use effective interventions to help these students, and they will gain awareness of ethical standards related to student and family interaction.

Serving the Community
Candidates will demonstrate the knowledge and skills they gain from this course to promote and implement appropriate, effective instruction for Dyslexic students in their professional education communities as well as with parents/caregivers.

Finding Our Professional Selves
Candidates will also become leaders and collaborators in the professional community to 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) Students will increase their understanding of Dyslexia and other learning disorders. (NBPTS 1,2,4; IDA 2.3, 2.4)
• 1a. Know the definition of Dyslexia. (NBPTS 1,2,4; IDA 2.1)
• 1b. Recognize characteristics of Dyslexia and related reading/learning disabilities. (NBPTS 1,2,4: IDA 2.3, 2.4)
• 1c. Tailor instruction to the student’s level of Dyslexia. (NBPTS 1,2,4; IDA 1.2, 4 A.3)
• 1d. Become familiar with state and federal laws pertaining to reading disabilities. (NBPTS 1,2,4; IDA 2.2)

2) Students will know the elements of Multi-Sensory Structured Language Teaching and explain the reasons for its effectiveness with struggling students. (NBPTS 1,2,3,4; IDA 4 A.1, A.2)
• 2a. Understand and define the elements of Multi-Sensory Structured Language Teaching and identify these elements as shown in lesson videos. (NBPTS 1,2,3,4; IDA 4 A.1, A.2, A.3)

3) Students will become familiar with various assessment tools used for planning instruction. (NBPTS 1,3,4; IDA 3.1)
• 3a. Understand the implications of the definition of Dyslexia on assessment. (NBPTS 1,3,4; IDA 3.1)
• 3b. Understand the differences and purposes for various assessment tools such as screening, diagnostic, outcome, and progress monitoring. (NBPTS 1,3,4; IDA 3.1)
• 3c. Explore various assessments of early literacy skills, phonics and decoding, reading, and spelling. (NBPTS 1, 3,4; IDA 3.1, 3.4, 3.6)

4) Students will describe aspects of ethical teaching and conduct related to individuals with learning disabilities and their families. (NBPTS 1,4,5; IDA 5.1, 5.8)

Reflective writing assignments
Candidates will complete reflective writing assignments as assigned in each module.
• Course outcomes 1,2,3,4,5
• Standards NBPTS 1,2,3,4,5; IDA 1.2, 2.1 - 2.4, 4 A.1 - A.3, 3.1, 3.4, 3.6

Respond to discussions
Candidates will respond to weekly discussion topics as assigned in each module.
• Course outcomes 1,2,3,4
• Standards NBPTS 1,2,3,4,5; IDA 1.2, 4 A.3, 5.1, 5.8

Final project on Dyslexia
Candidates will create a product of their choosing that will be used to share important information gained in this course about Dyslexia with other people in the candidate’s circle of influence.
• Course outcomes 1,2,3,4,5,6
• Standards NBPTS 1,2,3,4,5; IDA

Students should use the MyUSF 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 MyUSF portal.

• A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
• Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
• Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

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.

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 Accessibility 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 Accessibility 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 Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.

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• Web: techsupport.stfrancis.edu
• Or visit them on the first floor of Marian Hall

The Academic Resource Center (ARC) located in Room N316 in Tower Hall (815-740-5060 or [email protected]) 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.