Instructor:  Kelly Moran, Ed.D. 
Cell Phone: (440) 376-0673                                 
Email:  kmoran@escwr.org

Office hours:  anytime, simply send an email.  I will respond within 24-48 hours.        

 

INTRODUCTION
ED594X is designed to enhance and grow the intellectual capacity of teachers, administrators, school psychologists, and curriculum specialists in the domain of Dyslexia.. Participants will engage in intellectual and reflective experiences that will broaden their knowledge on Dyslexia, how it impacts readers and our local, state, and national educational systems.   This course will address how individual education practitioners, as well as school organizations as a whole, can develop and implement evidence based, structured literacy practices that help to increase and accelerate student achievement. 

Ohio’s Strategic Plan for Education, ODE’s Each Child, Our Future, includes 10 priority strategies that support accessible and quality learning experiences for children.  Of the ten strategies, two apply specifically to early learning and literacy.   This course aligns with the Early Learning and LIteracy strategies in the state’s plan as it affords teacher leaders the skills, content, and experiences necessary in growing and refining their analytical and instructional capacity to use structured literacy practices related to the selection, exposure to, and teaching of high quality children’s literature in a school wide content reading model.  

The following are the Early Learning and Literacy Strategies referenced in ODE’s strategic plan:

Strategy 8: Promote the importance of early learning and expand access to quality early learning experiences.Strategy 9: Develop literacy skills across all ages, grades and subjects.

In addition, Ohio’s Plain to Raise Literacy Achievement and Ohio’s Dyslexia Support Laws call for educators to Use The Simple View of Literacy and Structured Literacy Practices to educate students in literacy and language development.  This course aligns with both of those professional guidance documents through the study of scientific research, state and local reading data, the elements of structured literacy, and methods for assessing Dyslexia. 

COURSE DESCRIPTION

Candidates will learn to use analytical practices to critically review and critique what cognitive and neuroscience has to inform us of the development of the reading brains of children.  The course will provide participants with the knowledge and skills needed to understand and support students struggling with dyslexia.  Contents that will be covered include: current data on Dyslexia, uncover myths, outline steps on assessing, and review practices for classroom instruction.  Participants will learn the definition of dyslexia, red flags, and the findings of current brain research. The course will provide educational professionals with the knowledge and skills needed to support students who struggle with Dyslexia using current research and data to outline an approach and best practices for instruction and is consistent with Ohio’s Dyslexia Support Laws and Dyslexia Guidebook.

This is a 100% online asynchronous class and no face to face meetings are required to complete this course. 

INSTRUCTOR’S STATEMENT

This syllabus may be modified at any time by the instructor.  The class will be informed of any changes, but it is the responsibility of the students to make themselves aware of these changes. Please contact me in case of any confusion, concern or question. 

REQUIRED TEXTS

Ohio’s Plan to Raise Literacy Achievement

Ohio’s Dyslexia Support Laws Guidebook

 

OPTIONAL TEXTS

Hasbrouck, J., Conquering Dyslexia. Benchmark Education, 2020.

 

COURSE OBJECTIVES

 

National and State Standards	Knowledge Objectives	Learning Tasks	Assessment Tasks
Standard Alignment (OSTP, ILA)	Evidence that demonstrates competence includes the ability to:	Course objectives are  introduced & explored through:	Course objectives are assessed through:
OSTP 1 ILA 1.1 ILA 4.2	Define Dyslexia	Video Lecture Article Readings Discussion Posts	Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections
OSTP 2              ILA 2.3	Restate a minimum of three facts about Dyslexia.	Video Lecture Article Readings Discussion Posts	Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections
OSTP 2 ILA 2.3	Differentiate between brain function and brain structure studies.	Video Lecture Article Readings Discussion Posts	Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections
OSTP 2 ILA 2.3	Disprove widely held myths about Dyslexia with facts	Video Lecture Article Readings Discussion Posts	Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections
OSTP 1 ILA 2.2	List (a min of) three red flags of Dyslexia.	Video Lecture Article Readings Discussion Posts	Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections
OSTP 2,4,5 ILA 2.2                ILA 4.3	Explore tools to collect family history information.	Video Lecture Article Readings Discussion Posts	Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections
OSTP 1,2,4 ILA 1.1	Identify what skills should be assessed to determine markers for Dyslexia.	Video Lecture Article Readings Discussion Posts	Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections
OSTP 2, 4         ILA 2.3	State what to teach in a literacy block to help prevent and remediate Dyslexia.	Video Lecture Article Readings Discussion Posts	Assigned Readings Discussion Posts Lesson Quizzes Graphic Organizers Written Reflections

CLASS PARTICIPATION

Students are expected to actively engage in online class discussions, article readings, online tasks, and individual assignments.  Students are also encouraged to ask questions and use analytical reflection and conceptual skills to develop their own thoughts and conclusions on how to apply learned concepts to their respective work environments. 

Class participation rubric:  ND Dyslexia PD Participation Rubric

 

ASSIGNMENTS    

➤Assignment one (read) - a weekly reading assignment.

➤Assignment two (lecture) - an assignment in which you will watch a short recorded lecture by the professor.

➤Assignment three (watch) - a viewing assignment in which you will watch a posted video.

➤Assignment four (create)- a weekly artifact posting assignment.  You  will be required to post an artifact you create related to a given prompt or participate in a discussion post with classmates.

➤Assignment five (session quiz)- a weekly knowledge check on the content covered.  This Google form will consist of 3-4 questions. 

 

GRADING - ASSIGNMENT POINTS

Participation	30  points
Artifact Assignments (12 total)	12 points each / 144 points total
Session Quizzes (10 total)	6 points each / 60 points total
Post Test	60  points
Final Project	80 points
	Total course points available - 374

 

ASSIGNMENT DESCRIPTIONS and DETAILS: 
I suggest that you make a copy of this document so that you can check off completed assignments as you go along.  In addition, you will then have a repository at your disposal moving forward of helpful and useful dyslexia resources. 

References:
Allington, R. L. (2002, November).  You can’t learn much from books you can’t read.  Educational         

Leadership, 60 (3), 16-19.

Antonacci, P. A. (2000, September/October).  Reading in the zone of proximal development:  Mediating

literacy development in beginner readers through guided reading.  Reading Horizons, 41, 1.

Au, K. H., Mason, J. M., and Scheu, J. A. (1995).  Literacy instruction for today.  New York:  HarperCollins.

Bartoli, J. and Botel, M. (1988).  Reading/learning disability: An ecological approach.  New York: Teachers 

College Press.

Cox, B. E. (2004).  Young children’s regulatory talk: Evidence of emerging metacognitive control over literary
products and processes.  In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5^th ed., supplemental article 2.30).  Newark, DE: International Reading Association.  (Reprinted from Theoretical models and processes of reading, 4^th ed., pp. 733-756, 1994)

Cunningham, A. & Stanovich, K. (2003, November/December).  Reading can make you smarter!  Principal, 83  (2), 34-39.

Duke, N. K. & Purcell-Gates, V. (2003).  Genres at home and at school: Bridging the known to the new.  The 

Reading Teacher, 57 (1), 30-37.

Eggen, P. & Kauchak, D. (2001). Educational psychology: Windows on classrooms (5^th ed.).  Columbus,   OH: 

Merrill.

Ekwall, E. E. & Shanker, J. L. (1985).  Teaching reading in the elementary school.  Columbus, OH: Merrill.

Good, T. L. & Brophy, J. (1995). Contemporary educational psychology (5^th ed.). White Plains, NY: Longman.

Harp, B. & Brewer, J. A. (2005).  The informed reading teacher: Research-based practice.  Columbus, OH: Merrill.

Harste, J. C. & Leland, D. H. (1998).  No quick fix: Education as inquiry. Reading research and instruction, 37 (3), 191-205.

Kozol, J. (2000, May).  An unequal education.  School Library Journal, 46 (5), 46-49.

McNergney, R. F. & McNergney, J. M. (2004).  Foundations of education: The challenge of professional practice (4^th ed.).  

Boston: Allyn & Bacon.

Morrow, L. M., Gambrell, L. B., & Pressley (Eds.) (2003). Best practices in literacy instruction (2^nd ed.).  Boston: Guildford 

Press.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the       scientific research 

literature on reading and its implications for reading instruction (National Institute of Health Pub. No. 00-4769).  

Washington, DC: National Institute of Child Health and Human Development.

Ornstein, A. C. & Levine, D. U. (2006).  Foundations of education (9^th ed.).  New York: Houghton. 

Rumelhart, D. E. (2004). Toward an interactive model of reading.  In R. B.Ruddell & N. J. Unrau (Eds.), Theoretical models 

and processes of reading (5^th ed., pp. 1149-1179).  Newark, DE: International Reading Association.  (Reprinted 

from Theoretical models and processes of reading, 4^th ed., pp.             864-894, 1994)  

Shanahan, T. (2003). Research-based reading instruction: Myths about the National Reading Panel report.  The Reading 

Teacher, 56 (7), 646-655.  Retrieved February 19, 2004 from the Academic Search Premier database.

Shanahan, T. & Neuman, S. B. (1997).  Literacy research that makes a  difference.  Reading Research Quarterly, 32 (2), 

202-210.

Shannon, P. (1989).  Broken promises: Reading instruction in twentieth-century America.  Granby, MA: Bergin & Garvey.

Slavin, R. E. (2003).  Educational psychology: Theory and practice (7^th ed.).  Boston: Allyn & Bacon.

Smith, N. B. (2002). American reading instruction (special edition).  Newark, DE : International Reading Association.

Sulzby, E. & Teale, W. (1991).  Emergent literacy.  In R, Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook 

of reading research (Vol. II, 727-757).  White Plains, NY:  Longman.

Wigfield, A. (2004). Children’s motivations for reading and reading engagement. In R. B. Ruddell & N. J. Unrau (Eds.), 

Theoretical models and processes of reading (5^th ed., supplemental article 2.41).         Newark, DE: International Reading

Association. (Reprinted from Guthrie, J. T. & Wigfield, A., Eds., Reading engagement: Motivating readers through 

integrated instruction, pp. 14-33, 1997)

Yopp, H. K. & Yopp, R. H. (2000, October).  Supporting phonemic awareness in

 the classroom.  The Reading Teacher, 54 (2)130-143.