EDUC 235 - Introduction to Language and Literacy- Science of Reading I

 

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

1. Review the importance of research for educators and the role research has in informing teaching.

1.1 Explain major research findings regarding the contribution of linguistic and cognitive factors to the prediction of literacy outcomes. (KPS 1.6)

1.2 Define the Science of Reading.

           1.3 Discuss the role of instruction in influencing reading outcomes.

1.4 Review historical practices within American education in literacy development.

1.5 Discuss the gap between what is known in the research and typical reading instruction. 

2. Review Indiana laws related to K-3 reading instruction.

2.1  Locate and examine Indiana laws related to reading instruction.

2.2  Locate and examine IN DOE rules regarding teacher training and certification in the Science of Reading.

2.3  Discuss reading outcomes for students in Indiana and in the US.

3. Describe the foundational concepts of literacy acquisition, including the language processing requirements, the importance of explicit reading instruction, and the factors influencing literacy development. 

3.1 Describe the language processing requirements of proficient reading and writing: phonological, orthographic, semantic, syntactic, and discourse. (The Four-Part Processing Model) (KPS 1.1)

3.2 Explain that learning to read, for most people, requires explicit instruction. (KPS 1.2)

3.3 Describe the reciprocal relationships among phonemic awareness, decoding, word recognition, spelling, and vocabulary knowledge. (KPS 1.3)

3.4 Explain aspects of cognition and behavior that affect reading and writing development. (KPS 1.4)

3.5 Discuss major research findings regarding the contribution of linguistic and cognitive factors to the prediction of literacy outcomes. (The Big Five and Simple View) (KPS 1.6)

3.6 Discuss the most common intrinsic differences between good and poor readers (i.e., linguistic, cognitive, and neurobiological). (KPS 1.7)

3.7 Explain phases in the typical developmental progression of oral language, phoneme awareness, decoding skills, printed word recognition, spelling, reading fluency, reading comprehension, and written expression. (KPS 1.8)

3.8 Explain the changing relationships among the major components of literacy development in accounting for reading achievement. (progression of skills per grade level) (KPS 1.9)

4. Recognize the diverse reading profiles, including dyslexia, and how they vary in presentation, degree, and response to development and instruction.

4.1 Recognize the tenets of the (2003) IDA definition of dyslexia, or any accepted revisions thereof. (KPS 2.1)

4.2 Discuss fundamental provisions of federal and state laws that pertain to learning disabilities, including dyslexia and other reading and language disability subtypes. (KPS 2.2)

4.3 Identify the distinguishing characteristics of dyslexia. (KPS 2.3)

4.4 Describe how reading disabilities vary in presentation and degree. (KPS 2.4)

4.5 Explain how and why symptoms of reading difficulty are likely to change over time in response to development and instruction. (KPS 2.5)

5. Analyze and apply various types of assessments, including screening, progress-monitoring, diagnostic, and outcome assessments, to identify and support students at risk for reading difficulties.

5.1 Explain the differences among and purposes for screening, progress-monitoring, diagnostic, and outcome assessments. (KPS 3.1)

5.2 Identify basic principles of test construction and formats (e.g., reliability, validity, criterion, normed). (KPS 3.2)

5.3 Recognize basic statistics commonly utilized in formal and informal assessment. (KPS 3.3)

5.4 Practice using well-validated screening tests designed to identify students at risk for reading difficulties. (KPS 3.4)

5.5 Practice using informal diagnostic surveys of phonological and phoneme awareness, decoding skills, oral reading fluency, comprehension, spelling, and writing. (KPS 3.6)

5.6 Summarize the meaning of educational assessment data for sharing with students, parents, and other teachers. (KPS 3.8)

6. Apply the principles of structured literacy instruction, including explicit, systematic, and multisensory approaches, to accommodate individual differences in learning.

6.1 Practice with peers the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction. (KPS 4A.1)

6.2 Discuss the rationale for multisensory and multimodal language-learning techniques. (KPS 4A.2)

6.3 Examine the rationale for adapting instruction to accommodate individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning. (KPS 4A.3)

6.4 Describe collaborative methods of creating safe, inclusive, culturally responsive learning environments to engage all individuals in meaningful learning activities and social interactions.

6.5 Explore Multi-Tiered Systems of Support (MTSS) in the prevention and remediation of academic and behavioral difficulties.

7. Apply knowledge of phonological and phonemic awareness using systematic and multisensory instructional strategies.

7.1 Identify, pronounce, classify, and compare all the consonant phonemes and all the vowel phonemes of English. (KPS 4B.1)

7.2 Identify and practice levels of phonological sensitivity. (rhyming words, syllables, onset-rime, individual phonemes) (KPS 4B.2)

7.3 Identify phonemic-awareness difficulties. (KPS 4B.3) 

7.4 Discuss the progression of phonemic-awareness skill development across age and grade. (KPS 4B.4)

7.5 Practice the general and specific goals of phonemic-awareness instruction. (KPS 4B.5)

7.6 Discuss the principles of phonemic-awareness instruction: brief, multisensory, conceptual, articulatory, auditory-verbal. (KPS 4B.6)

7.7 Discuss the utility of resources for obtaining the phonemic inventory of languages other than English. (KPS 4B.7) 

8. Apply knowledge of phonics and word recognition by systematically teaching decoding, spelling, and word recognition skills using structured, multisensory instructional techniques tailored to support students with diverse learning needs.

8.1 Describe the structure of English orthography and the patterns and rules that inform the teaching of single- and multisyllabic regular word reading. (KPS 4C.1)

8.2 Practice with peers explicitly teaching basic decoding and spelling skills. (KPS 4C.2)

8.3 Practice with peers following a structured phonics lesson plan. (KPS 4C.3)

8.4 Discuss the use of multisensory routines to enhance student engagement and memory. (KPS 4C.4)

8.5 Discuss considerations for adapting instruction for students with weaknesses in working memory, attention, executive function, or processing speed. (KPS 4C.5)

8.6 Practice with peers teaching irregular words in small increments using special techniques. (KPS 4C.6)

8.7  Practice with peers systematically teaching the decoding of multisyllabic words. (KPS 4C.7)

8.8 Describe the different types and purposes of texts, with emphasis on the role of decodable texts in teaching beginning readers. (KPS 4C.8)

9. Apply research-based principles to enhance written expression, including letter formation, spelling, punctuation, and developmental writing phases.

9.1 Describe the major skill domains that contribute to written expression. (KPS 4G.1)

9.2 Practice with peers research-based principles for teaching letter formation, both manuscript and cursive. (KPS 4G.2)

9.3 Practice with peers research-based principles for teaching written spelling and punctuation. (KPS 4G.3)

10. Select one or more relevant Education Portfolio artifacts to demonstrate competency in one of the ten InTASC (Interstate Teacher Assessment and Support Consortium) Standards/ CEC (Council for Exceptional Children) Standards, as applicable. 

 

COURSE CONTENT: Topical areas of study include -

• Seminal Research Around Literacy
• Structured Literacy and Explicit Instruction
• Oral Language Development
• Impact of Language and Dialect on Reading and Writing Skills
• Phonemic Awareness 
• Phonics
• Foundational Writing
• Using Data to Plan for Instruction
• Multi-Tiered Systems of Support (MTSS)
• InTASC, CEC, Indiana Content Standards for Educators (ICSE), and IDA Standards for Teacher Preparation

Ivy Tech Professional Dispositions and Practices for Pre-service Teachers

Teacher dispositions encompass the attitudes, values, and professional ethics that shape educators’ interactions, decision-making, and effectiveness in fostering student growth. At Ivy Tech Community College, our pre-service teachers are encouraged to demonstrate the following dispositions. The pre-service teacher:

• Uses active listening skills and is able to empathize, clarify & support the speaker.
• Demonstrates appropriate nonverbal communication skills.
• Communicates thoughts and ideas clearly.
• Gives constructive positive feedback.
• Gives constructive negative feedback.
• Receives both positive and negative feedback appropriately & with an open mind.
• Manages conflict maturely & with appropriate skill.
• Respects diversity & is culturally aware.
• Is dependable and follows through with commitments.
• Takes initiative.
• Values the privacy and confidentiality of others.
• Demonstrates appropriate coping skills when experiencing stress and anger.
• Manages others’ stress and anger appropriately.
• Is reflective about their own teaching practice.
• Demonstrates an awareness of personal impact on others.
• Consistently seeks self-improvement through feedback and/or research & training.
• Builds productive relationships with others in order to achieve personal & group goals.
• Is respectful of all other learners, instructors, and stakeholders.
• Entertains new ideas and works to align new ideas with existing thoughts.
• Responds appropriately and in a timely manner to email, messages, and other communication from the instructor, colleagues, or other stakeholders.
• Exhibits professional-level dress, when required.
• Is respectful of their role during observational field experiences and is respectful of the classroom teacher and classroom practice. 
• Follows mandatory reporting guidelines.

In addition, teachers of reading demonstrate the following dispositions and practices. The pre-service teacher:

• Strives to do no harm and to act in the best interests of all learners (especially those who struggle with reading and other academic skills). (KPS 5.1)
• Maintains the public trust by providing accurate information about currently accepted and scientifically supported best practices in the field. (KPS 5.2)
• Avoids misrepresentation of the efficacy of educational or other treatments or the proof for or against those treatments. (KPS 5.3)
• Respects objectivity by reporting assessment and treatment results accurately, and truthfully. (KPS 5.4)
• Avoids making unfounded claims of any kind regarding the training, experience, credentials, affiliations, and degrees of those providing services. (KPS 5.5)
• Respects the training requirements of established credentialing and accreditation organizations supported by CERI and IDA. (KPS 5.6)
• Avoids conflicts of interest when possible and acknowledges conflicts of interest when they occur. (KPS 5.7)
• Supports just treatment of individuals with dyslexia and related learning difficulties. (KPS 5.8)
• Respects the confidentiality of students or clients. (KPS 5.9)
• Respects the intellectual property of others. (KPS 5.10)

A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC/CEC COURSE.

Website https://www.in.gov/doe/

Course number: EDUC 235



Course Name: Science of Reading I

InTASC Model Core Teaching Standards Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments



The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge



The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content



The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment



The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction



The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies



The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice



The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration



The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

CEC ​​Initial Special Education Preparation Standards

Initial Preparation Standard 1:  Learner Development and Individual Learning Differences

1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

Key Elements

1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.

1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

Initial Preparation Standard 2: Learning Environments

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination.

Key Elements

2.1 Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.

2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Initial Preparation Standard 3: Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

Key Elements

3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Initial Preparation Standard 4: Assessment

4.0 Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.

Key Elements

4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.

4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

Initial Preparation Standard 5: Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Key Elements

5.1 Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.

5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.

5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. 

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Initial Preparation Standard 6: Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Key Elements

6.1 Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.

6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring. 

6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.

Initial Preparation Standard 7: Collaboration

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Key Elements

7.1 Beginning special education professionals use the theory and elements of effective collaboration. 

7.2 Beginning special education professionals serve as a collaborative resource to colleagues.

7.3 Beginning special education professionals use collaboration to promote the well being of individuals with exceptionalities across a wide range of settings and collaborators.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC

PORTFOLIO STATEMENT:  

All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation.  The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards.  The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework.  Students may begin collecting artifacts when they begin their coursework.  Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers.  Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.  See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam.  Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam.  Department of Education web site http://www.doe.in.gov/

TRANSFER STATEMENT

Students planning to apply to a teacher education program at a four-year institution should meet with an advisor to develop a course of study. Before applying to a four-year institution, teacher education program, students must complete prerequisite courses, have the GPA required by the institution, and pass appropriate tests as determined by each four-year institution.
GRADING POLICY
93-100 A
85- 92.99 B
75.00-84.99 C
70.00-74.99 D
0.00-69.99 F