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University of St. Francis logo · College of Education · Regional Educational Academy for Leadership

Dyslexia and Reading Disabilities: 1 in 5

  • Template 2016
  • Section TMPL
  • 1 Credits
  • 01/01/2016 to 01/01/2115
  • Modified 07/19/2020

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. 


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)


No textbooks are required for this course.


Reflective writing assignments
Candidates will complete reflective writing assignments as assigned in each module.
• Course outcomes 1,2,3,4,5
• 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

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.

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:

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.

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.

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.

LaChance Shandrow, K. (2014, September 19). How being dyslexic and lousy in school made shark tank star Barbara Corcoran a better entrepreneur. Retrieved from (Links to an external site.)

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


Birsh, J. (n.d.). What is multisensory structured language? Retrieved June 17, 2015, from (Links to an external site.)

McEwan, E. (n.d.). Root words, roots, and affixes. Retrieved June 17, 2015, from (Links to an external site.)

A Teacher's Perspective on Multi-The Resource Room. (n.d.). Retrieved June 22, 2015, from (Links to an external site.)

International Dyslexia Association. (2018, March).
Knowledge and Practice Standards for Teachers of Reading.
Retrieved from (Links to an external site.) 
Walpole, S., & McKenna, M. (n.d.). CLOVER Syllable Types and Syllable Division. Retrieved June 22, 2015, from (Links to an external site.)

Carroll, J. (n.d.). Syllable Types PowerPoint. Retrieved June 22, 2015, from (Links to an external site.)

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

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 (Links to an external site.) (Sequence of Acquired Speech Sounds), obtained on June 17, 2015, (Links to an external site.) accessed on June 17, 2015 (Links to an external site.) (Multi-Sensory Structured LanguageTeaching Factsheet; Learning Standards for Teachers of Reading; Dyslexia Factsheet), obtained on June 17, 2015 (Links to an external site.) (Types of Dyslexia), obtained on June 17, 2015 (Links to an external site.) (Q&A on Dyslexia), obtained on www.ihelpdyslexic (Links to an external site.) accessed on June 17, 2015June 17, 2015 (Links to an external site.) (Reading Instruction Advisory Group), accessed on June 17, 2015 (Links to an external site.) (Morphology Matrix Maker), accessed on June 17, 2015, (Links to an external site.) accessed on June 17, 2015, (Links to an external site.) accessed on June 17, 2015, (Links to an external site.) accessed on June 17, 2015 (Links to an external site.) (Semantic map), accessed on June 17, 2015 (Links to an external site.) (Semantic Feature Analysis Matrix), accessed on June 17, 2015 (Links to an external site.) (Frayer Model), accessed on June 17, 2015