Survey of Dyslexia and Related Disabilities

Course Details

Course Number: SPED 5103  Section Number: 401

Summer II 2011

Location: Ferguson Hall

Classroom Number: 302

Days & Times:

Monday-Thursday 10:12:10

Course Attachments


MSU Faculty Member
Mary Wines   
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Course Objectives



  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




                                                Daily Class Lectures/Assignments


Take Flight Order of Presentation is attached.


Brief Overview of Take Flight        


Lecture:                      Multisensory Instructional Approach

  • Multisensory Teaching
  • Discovery Learning
  • Mastery Model of Learning
  • Socratic Questioning Techniques


Handwriting Overview (Brief)


  1. Complete Multisensory Teaching questions
  2. Birsch – Read Chapter 2, Multisensory Structured Language Education
  3. Read Socratic Questioning handout



Lecture:          Alphabet

  • Rationale
  • Definition      
  • Components
  • Skills
  • Terminology


  1. Birsh - Read Chapter 5, Alphabet Knowledge
  2. Be prepared to teach an alphabet lesson.



Practicum:     Alphabet Activities and Procedures

  • Alphabet Demonstrations
  • Activity 22 with Letter Shapes and Names.
  • Number IRD, ARD and ISD decks.
  • Practice and align decks


  1. Birsh-Read Chapter 8, Planning Multisensory Structured Language Lessons and the Classroom Environment



Lecture:                      The Structure of Lesson Planning

  • Master Lesson Plan
  • Daily Lesson Plan Take Flight  Books 1&2
  • Daily Lesson Plan Take Flight  Books 3-7


  1. Look over Take Flight  Books 1 & 2
  2. Make a flow chart of the Daily Lesson Cycle
  3. Begin Reading Chapter 9, Teaching Reading: Accurate Decoding and Fluency



Observe Take Flight Lesson

Lecture:                      Discovery and Linkages Overview

  • Auditory Discovery
  • Visual Discovery/The 4 Linkages




  1. Practice Auditory Discovery, Visual Discovery and Linkages
  2. Continue Reading Chapter 9


Observe Take Flight Lesson

Demonstration:                      Demo Step-by-Step Auditory/Visual discovery and linkages

Practicum:                 Pair up and practice discovery and linkages.


  1. Practice Auditory/Visual discovery and linkages
  2. Finish reading Birsh, Chapter 9



Observe Take Flight Lesson

Lecture:                      Reading Overview: Attributes of Reading

  • Accuracy
  • Automaticity
  • Rate
  • Prosody
  • Fluency
  • Comprehension


  1. Read and study pages 216-220 in Birsh, Chapter 9
  2. Bullet most important information from Birsh, Chapter 9



Observe Take Flight Lesson

Lecture:                      Reading Accuracy

  • Diacritical Markings
  • Practice Pages
  • Sentences
  • Student Coding Responses


  1. Study pages 229-235 in Birsh over the 6 Syllable Types
  2. Study page 236 over the Introduction of Affixes
  3. Study pages 237-241 over common patterns for syllable division and syllable division procedures



Observe Take Flight Lesson

Lecture:          Syllable Division and Affixes Overview- Complete Activity 41, Which Syllable Type?

  • Rationale
  • Definitions
  • Procedures
  • Prefix and Suffix Study

Practicum:     Reading Accuracy: syllable division, affixes and patterns.


  1. Activity 49 Syllable Division Patterns/Activity 50 Decoding Terms
  2. Activity 53 Inflectional Ending –s/Activity 54 Inflectional Ending –ed



Observe Take Flight Lesson

Lecture:                      Dyslexia: What is it? Parent Information Seminar


Practicum:     Reading Accuracy: syllable division, affixes and patterns.


1.   Activity 49 Syllable Division Patterns and Choices

2.    Activity 50 Terms for Decoding

  1. Activity 53/54 Inflectional Ending –s/ed



Observe Take Flight Lesson

Lecture:          Reading Automaticity Overview

  • Goals
  • Instant Word Practice
  • RAP-Repeated Accurate Practice
  • Rationale



  1. Begin reading Birsh, Chapter 14 Strategies to Improve Reading Comprehension in the Multisensory Classroom


Observe Take Flight Lesson

Lecture:                      Reading Comprehension

  • Comprehension Mystery
  • Clues Chart
  • Narrative Story Pages
  • No Glamour Cards
  • Winston Grammar
  • Practice Pages


  1. Bring a trade book and make a narrative story page to share with class.
  2. Run off copies of the narrative story page for class
  3. Cut out Sound Pictures for class practice
  4. Finish reading Birsh, Chapter 14



Observe Take Flight Lesson

Lecture:                      Phonological Awareness Overview

  • Definition
  • Multisensory “Baseball” Lesson
  • Phonemic Awareness Part 1-Accuracy
  • Phonemic Awareness Part 2-Automaticity
  • Practicum


  1. Practice PA 1 and PA 2 with sound pictures.
  2. Read Birsh, Chapter 4 Phonemic Awareness and Reading: Research, Activities, and Instructional Materials



Observe Take Flight Lesson

Make sure you have all of your mouth pictures cut out and can labeled.


Practicum:     Phonemic Awareness Practicum

  • PA 1
  • PA 2


  1. Practice assigned Take Flight Lesson
  2. Begin reading Birsh, Chapter 10 Spelling


Observe Take Flight Lesson

Observe and note the Spelling portion of the lesson, paying particular attention to the procedures.

Lecture:          Spelling Overview

  • Rationale
  • Procedures
  • Book 1
  • Book 2


  1. Practice assigned Take Flight Lesson
  2. Finish reading Birsh, Chapter 10



ObserveTake Flight Lesson

Lecture:          Spelling Overview Continued

  • Spelling Derivatives
  • Activity 62 Identifying Spelling Patterns
  • Practicum over Books 1 and 2


  1. Read Birsh, Chapter 7 Assessment of Reading Difficulties



Observe Take Flight Lesson

Observe the flow and pacing of the lesson cycle.

Lecture:                      Identification of Dyslexia


  1. Read Birsh, Chapter 6 The History and Structure of Written English
  2. Practice for procedure checks



Observe Take Flight Lesson

Lecture           :           History of the English Language

  • Anglo-Saxon Layer
  • Latin Layer
  • Greek Layer
  • Activity 71 Morphemes, Origins, Meanings, and Derivatives
  • Activity 72 Roots and Combining Forms


  1. Study for Exam
  2. Practice for Proficiency Checks



Proficiency Checks, Demonstration Lessons and Final Exam are the last few days.

The Notebook is due the day of the final exam.

Grading Standards


Grading Procedures


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


Notebook:                              25%

Proficiency checks:               25%

Demonstration Lesson:         25%

Final Exam                            25%



Divide notebook into the following sections:

  1. Observation Notes
  2. Lecture Notes
  3. Handouts
  4. Journal Article Write Ups
  5. Activity Sheets


Proficiency Checks

Procedures and responses for the following will be checked for proficiency:


  • Advanced Reading Deck
  • Initial Reading Deck
  • Instant Spelling Deck
  • Linkages


Demonstration Lesson:

You may choose to video tape a lesson or do a live demonstration.


Final Exam:

The final exam will be open book. Exam questions will come from lecture notes, texts and activity sheets.

Submission Format PolicyNote: 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.

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


Other Class Policies

You will check off each of your assignments in the assignment folder.

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.