Reading Fluency Instruction and Assessment for the Dyslexic Student

Course Details

Course Number: SPED 5123 X20  Section Number: X20

Spring 2011

Location: ( All )

Classroom Number: On-Line

Days & Times:


I will be available to answer any question and advice in Ferguson 101B on January 26th from 3:00-5:30.

Course Attachments


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MSU Faculty Member
Mary Wines   
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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. Expositive text
    2. Narrative text
  12. Students demonstrate an understanding of sequential multisensory strategies designed for the academic success of the dyslexic student


All of the above objectives are tied to the International Multisensory Structured Language Education Council criteria.



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




The primary assessment instrument will be proficiency checks and observations on each of the following proficiency areas.


1.   Curriculum Knowledge

      _____ Alphabet                                       _____ Phonological Awareness

      _____ New Learning                               _____ Spelling

      _____ Decoding                                       _____ Comprehension Skill

      _____ RAP                                               _____ Review


2.  Procedures

     _____ Alphabet

     _____ Decks:  ARD ____ IRD ____ ISD ____

     _____ New Learning

     _____ Instant Words

     _____ Decoding

     _____ RAP

     _____ Phonological Awareness

     _____ Spelling


3.  Technical Skills

     _____ Timing and Pacing

     _____ Use of Guided Instructing / Socratic Questioning

     _____ Multisensory Approach


4.  Classroom Interaction

     _____ Interactive Instruction

     _____ Appropriate Verbalization

     _____ Classroom Management


5.  Lesson Plan Implementation

     _____ Emphasis

     _____ Preparation / Procedures

     _____ Practice



Specific class deadlines will be discussed via e-mail.




Send your video and the demonstration evaluation reports to the address below:

Mary Wines

Midwestern State University

West College of Education

3410 Taft Blvd.

Wichita Falls, Texas 76308-2099


Include your self evaluation as well as the Qualified Instructor’s evaluation of your demonstration lesson. The video should be a sample of your Year One training.

The video sound and visual presentation should be of good quality.


The following assignments will be made in class:

Chapter Reviews and Reflections, Article Reviews and  Book Reports.

These should come from the approved IMSLEC and ALTA 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


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

                         2 – needs improvement                    1 – unsatisfactory

                                    -1 point per day video is late


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%

Submission Format Policy




Send your video and the demonstration evaluation reports to the address below:

Mary Wines

Midwestern State University

West College of Education.

3410 Taft Blvd.

Wichita Falls, Texas 76308-2099

 Include your self evaluation as well as the Qualified Instructor’s evaluation of your demonstration lesson. The video should be a sample of your Year One training.

The video sound and visual presentation should be of good quality.

You will turn in two book reports from the ALTA approved book list.

You will write a reflection over a journal article that I assign.

You will write an overview and discussion of an article that I assign


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.

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 per day is taken off for a late video.

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


Web CTcourse

You must log on to Web CT.

Other Policies


Other Class Policies


Please make sure you have watched your video demonstration and critiqued it. Please include your self evaluation. There is a copy of the form on Web CT.


Plagiarism Statement

“By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and educational purposes.” from Student Handbook.

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.