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

Dyslexia and Reading Disabilities Part II: Multi-Sensory Teaching Strategies

  • Template 2016
  • Section TMPL
  • 1 Credits
  • 08/22/2016 to 07/29/2100
  • Modified 10/27/2022

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 with current research and information concerning multisensory approaches to teaching the language.  Multisensory teaching is one important aspect of instruction for all students, especially with dyslexia and other learning difficulties.  Candidates will gain knowledge and understanding of learning techniques that involve the use of visual, auditory and kinesthetic-tactile pathways simultaneously to enhance memory and learning of the written language.  This course will include research-based content and the application of multisensory teaching strategies in the areas of phonological awareness, phonics and fluency.


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 explore, plan, implement and reflect on instruction to achieve best practices in reading/literacy education for the diverse needs of all students. They will implement and/or examine effective teaching strategies to positively impact the literacy learning and achievement of all students, especially those who struggle.

Serving the Community
Candidates will demonstrate the knowledge and skills they gain from this course to promote and implement appropriate, effective instruction or support 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) Increase understanding of the purpose of effective phonological skill instruction. (NBPTS 1,2,4; IDA E1)

  • 1a. Identify the progression of phonological skill development. (NBPTS 1,2,3,4; IDA 4 B.2 - B.4)
  • 1b. Apply the principles of effective phonological skill instruction, including phonological manipulations and multi-sensory teaching techniques. (NBPTS 1,2,4: IDA 4 B.5)

2) Increase basic understanding of the components of foundational phonics instruction. (NBPTS 1,2,4; IDA E2)

  • 2a. Recognize the progression of complexity of phonics concepts. (NBPTS 1,2,3,4; IDA 4 C.1)
  • 2b. Apply the principles of explicit teaching, as well as multi-sensory techniques (NBPTS 1,2,4: IDA 4 C.2, 4 C.4)

3) Design and adjust instructional activities and approaches that are most likely to improve fluent reading of text at the word and text levels. (NBPTS 1,2,3,4; IDA E3)

  • 3a. Design instruction that incorporates fluency building activities. (NBPTS 1,2,4; IDA 4 D.2)
  • 3b.Recognize reading fluency as a possible symptom of reading disorders. (NBPTS 1,2,3,4; IDA 4 D.1)
  • 3c. Identify instructional activities and approaches which improve fluency outcomes. (NBPTS 1,2,4; IDA 4 D.2)


Reflective writing assignments
Candidates will complete reflective writing assignments as assigned in each module.

  • Course outcomes 1,2,3,4,5,6
  • Standards NBPTS 1,2,3,4,5; IDA 4 B.5, 4 C.2, 4 C.4

Respond to discussions
Candidates will respond to weekly discussion topics as assigned in each module.

  • Course outcomes 1,2,3,4,5,6
  • Standards NBPTS 1,2,3,4,5; IDA 4 B.2 - B.5, 4 C.1, C.2, C.4, 4 D.1, D.2

Final project: Create an authentic product to share knowledge of Multi-sensory Structured Language Teaching.
Candidates will create a product of their choosing that will be used to share important information gained in this course to explain what M.S.L.T. is, what it looks like, and why it is an effective method of instruction.

  • Course outcomes 1,2,3,4,5,6
  • Standards NBPTS 1,2,3,4,5; IDA 4 B.5, 4 C.2, C.4, 4 D.2

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. 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 (
  • Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

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

If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support:

  1. 24x7 Live Canvas Support. Canvas has a 24 hour support by clicking on ? Help while in Canvas. You can Chat with Canvas Support, Report a Problem, or call the Canvas Support Hotline. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day seven (7) days a week through the Canvas help menu. From the help menu; select Report a Problem to send an email support request, select Chat with Canvas Support (Student) for a “live” text-based click-to-chat session, or to speak to someone directly use the toll-free number listed under the Canvas Support Hotline (Student). 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
  3. You can phone the Technology Support Center for personal help at (815) 768-8324 or (866) 337-1497 (toll-free) between 8:00 AM and 4:30 PM Central Standard Time, Monday through Friday or fill out a Technology Support Center ticket and select Canvas/Online courses as the component.

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

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.