Morphological and Syntactical Awareness for the Dyslexic Student/Practicum

Course Details

Course Number: SPED 5133 Section Number: 180

Fall 2010

Location: Ferguson Hall

Classroom Number: 202

Days & Times:

Tuesdays: 5:30-8:20

Course Attachments

Textbooks

Dyslexia & Practice of Remedial Instruction 2nd Ed
Overview of dyslexia and various dyslexia program.
Multisensory Teaching of Basic Language Skills 2nd
Overview of multisensory teaching strategies.
ISBN: 978-1-55766-676-5

"Take Flight" Kit 2 Texas Scottish Rite Hospital
Dyslexia manuals and kit from Texas Scottish Rite Hospital.

MSU Faculty Member

Mary Wines
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Course Objectives

Course/Catalog Description

"Focuses on provision of comprehensive instruction, including decoding, encoding, written expression, reading comprehension, fluency, and study skills using collection to evaluate student growth and effectiveness of instructional approach."

Objectives

Students will become aware of the characteristics of dyslexia.

Students will demonstrate an understanding of the educational identification of dyslexia.

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.

Students will demonstrate an understanding of structured, intensive, phonetic approach to teaching reading emphasizing:

Phonemic awareness

Decoding

Symbol/sound relationships

Reading automatically

Reading rate

Prosody

Orthographic patterns

Syllable division

Morphology

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

Students will demonstrate an understanding in listening comprehension skills that lead to reading comprehension skills including:

Multisensory approach to work relationships through

i.                    Grammar

ii.                  Morphology

iii.                Semantics

iv.                Syntax

·         Analysis and strategies used for comprehension in:

i.                     Expository text

ii.                   Narrative text

Students demonstrate an understanding of sequential multisensory strategies designed for the academic success of the dyslexic student

Course Expectations

Required Text

Dyslexia & Practice of Remedial Instruction Second Edition by Diana Brewster Clark and Joanna Kellogg Uhry

Multisensory Teaching of Basic Language Skills Second Edition by Suzanne Careeker And Judith R. Birsh

Multisensory Teaching of Basic Language Skills Activity Book Second Edition by Suzanne Careeker And Judith R. Birsh

Texas Scottish Rite Hospital for Children Take Flight: A Comprehensive Intervention for Students with Dyslexia. Order directly from TSRHC Kit # 2

Professional Journals:

International Dyslexia Association Perspectives

Academic Language Therapy Bulletin Newsletter He

Annals of Dyslexia: International Dyslexia Association

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

Final Exam12/4/2010 5:30

Submission Format Policy

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.

This year you will add a third group of students, which will give 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:

I. Reading and Dyslexia

Perspectives of Reading and Learning to Read
The Nature of Dyslexia
Assessment of Dyslexia

II. Remedial Instruction

Principles and Techniques of Remedial Instruction for Individuals with Dyslexia
Increasing Phonological Awareness
Phonics Instruction
Training in Automaticity and Fluency
Reading Comprehension Instruction
Spelling Instruction
Handwriting Instruction
Composition Instruction
The Writing-Reading Relationship

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

You will read each of the following chapters and do a short write up on each program or I will assign each of you a reading program and you will do a lesson on the reading program.

III. Reading Program for Individuals with Dyslexia

Alphabetic Phonics
Auditory Discrimination in Depth
The Slingerland Program
Recipe for Reading
Project Read (Enfield and Greene)
Writing to Read
Reading Recovery
The Wilson Method
Curriculum Planning: A Case Study

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 on the demonstration evaluation for each day it 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

Other Class Policies

Notebook:

Divide notebook into the following sections:

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

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 http://academics.mwsu.edu/wpr, or call 397-4131.