Cognitive and Linguistic Structure of Written Language for Dyslexic

Course Details

Course Number: SPED 5143  Section Number: 02

Spring 2011

Location: Dillard College of Business Administration

Classroom Number: 329

Days & Times:

Wednesdays:  5:30-8:20

Course Attachments


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MSU Faculty Member
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Course Objectives


Conceptual Framework Overview


The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

  • Learning Environment – Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings
  • Individual Development - GWCOE demonstrate knowledge of individual differences in growth and development
  • Diverse Learners - GWCOE recognize the value and challenges of individual differences:
  • Reflection - GWCOE engage in individual and group reflection to improve practice.
  • Collaboration, Ethics, Relationships - GWCOE develop positive relationships, use collaborative processes, and behave ethically.
  • Communication - GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
  • Professional Development - GWCOE actively engage in continuous learning and professional development.
  • Strategies and Methods - GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
  • Content Knowledge - GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
  • Planning Process - GWCOE demonstrate effective planning as part of the instructional cycle.
  • Assessment - GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.



  1. Students will become aware of the characteristics of dyslexia.
  2. Students will demonstrate an understanding of the educational identification of dyslexia.
  3. Students will demonstrate an understanding of the multisensory approach to teaching phonological awareness leading to sound/symbol correspondence for reading and spelling:
    • Phonemic awareness
    • Onset and rime
    • Rhyme recognition and production
    • Alliteration
    • Segmentation
    • Manipulation
    • Blending, etc.
  4. Students will demonstrate an understanding of structured, intensive, phonetic approach to teaching reading emphasizing:
    • Phonemic awareness
    • Decoding
    • Symbol/sound relationships
    • Reading automatically
    • Readingrate
    • Prosody
    • Orthographic patterns
    • Syllable division
    • Morphology
  5. Students will demonstrate an understanding of a multisensory, process-oriented approach to teaching cognitive spelling which emphasizes:
    • Phonemic awareness
    • Sound/symbol relationship
    • Orthographic patterns
    • Spelling generalizations
    • Spelling formulas for derivatives
    • Dictation skills
  6. Students will demonstrate an understanding in listening comprehension skills that lead to reading comprehension skills including:
    • Multisensory approach to work relationships through
  7. Grammar
  8. Morphology
  9. Semantics
  10. Syntax
  11. Analysis and strategies used for comprehension in:
    1. Expository text
    2. Narrative text
  12. Students demonstrate an understanding of sequential multisensory strategies designed for the academic success of the dyslexic student



The special education faculty expects candidates to be reflective, culturally sensitive practitioners and leaders in the profession of education who practice within the Code of Ethics adopted by the CEC.

Special education professionals are committed to developing the highest   educational and quality of life potential of individuals with exceptionalities.

Special education professionals promote and maintain a high level of competenceand integrity in practicing their profession.

Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, candidates, or research subjects.

Special education professionals exercise objective professional judgment in the practice of their profession.

Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities.

Special education professionals work within the standards and policies of their profession.

Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.

Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.

Course Expectations



Focus of the Course:

Practicum Experience:

You will continue to work with two groups of students who have dyslexia five days a week for the entire school year or 4 days a week for one hour for the entire school year.

 You will continue with the third group of students, which gives you three student groups to record on your practicum hour sheets.

 You will video tape two one hour lessons.

Video One will be an A day video. Turn in the A day evaluation form, practicum calendar sheet and curriculum placement sheet with the video.

Video Two will be a B day video. Turn in the B day evaluation form, practicum calendar sheet and curriculum placement sheet with the video.


Textbook Readings and Discussions:

  • What is Dyslexia
  • Dyslexia: Manifestations from Preschool to Adulthood
  • How Common is the Problem?
  • Identifying the Child at Risk
  • Genetics, the Brain, and Dyslexia
  • Expert Teaching is the Treatment
  • Severe Dyslexia and Other Learning Disabilities
  • Emotional Consequences of Dyslexia and Other Reading Problems
  • Success Beyond Words: Conclusion and Resources


You will choose one of the above topics and teach a lesson over the chosen topic.

You will choose one of the below Alliance Exam topics and discuss in class.

  • Knowledge of language development
  • Knowledge of the structure of the language
  • Knowledge of dyslexia, written language disorders, and other related disorders
  • Knowledge of diagnostic and prescriptive MSL strategies to improve reading, spelling, and written expression
  • Knowledge of relevant research in instructional practice
  • Knowledge of 504 and IDEA to guide professional conduct and advocacy for students
  • Knowledge of ethical standards of the profession

    The following assignments will be assigned in class:

    Chapter Reviews

    Chapter Reflections

    Journal Article Reviews

    Journal Article Reflections

    Book Reports

    These should come from the list approved by your Qualified Instructor. The books can also be chosen from the IMSLEC accredited ALTA and/or IDA book lists.


    Divide notebook into the following sections:

    1. Demonstration Evaluations
    2. Practicum hours and report forms
    3. Lecture Notes
    4. Handouts  and articles
    5. Write ups over chapters and articles
    6. Book Reviews: 4 for the 2 years
    7. Dyslexia information to share with class from articles, websites or conferences

Grading Standards


Grading Procedures

The primary assessment instrument will be the demonstration evaluation document.

Grades are determined by weighing the course requirements in the following manner:


Video Demonstration Evaluation (A Day)              30%

Video Demonstration Evaluation (B Day)              30%

Write Ups                                                                   10%

Lesson over Chosen Topic                                       10%

Final Exam                                                                20%


Grading Procedures for Video Demonstration Evaluation


Rating Scale:  4 – demonstrates understanding     3 – working toward understanding

                         2 – needs improvement                    1 – unsatisfactory

                                    -1 point per day video is late

Final Exam5/4/2011  5:30

Submission Format Policy


Other Class Policies


Divide notebook into the following sections:

  1. Demonstration Evaluations
  2. Practicum hours and report forms
  3. Lecture Notes
  4. Handouts  and articles
  5. Write ups over chapters and articles
  6. Book Reviews: 4 for the 2 years
  7. Dyslexia information to share with class from articles, websites or conferences

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

1 point will be deducted from the video demonstration evaluations for each day the video is late.

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements


Attendance Policy

You are expected to attend every class and be on time.

Other Policies


Additional Readings

We will continue to access the Children of the Code Website. You will be responsible for watching assigned videos.

You will also be responsible for reading the assigned lectures from the Children of the Code Website.

We will continue to use the Multisensory Teaching of Basic Language Skills Text Book and Activity Book by Suzanne Carreker and Judith R. Birsh.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at, or call 397-4131.