KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
Department of Special Education
SPU 316 – Literacy Development and Instruction in Core and Intervention Areas
I. Description:
An in-depth study in the teaching of reading and language arts for special education majors. The
course will present a brief historical overview of language arts and reading. A sequence of
language/reading developmental skills will be presented in oral and written form. An emphasis
on instructional tools, guidelines for instruction, testing and evaluative procedures,
organizational and teaching strategies, remedial methods and techniques, prevocational and
vocational language skill for the exceptional child in preschool through secondary education will
be introduced in this course. 3 s.h. 3 c.h. Prerequisite: SPU 201.
II. Course Rationale:
This course is significantly important to the professional development of pre-service special
education teachers in order for them to provide reading instruction for struggling readers and
students in special education. Pre-service teachers must be cognizant of emergent reading skills,
assessments, and instructional and corrective methods used within current special education
classroom settings. Additionally, teacher candidates must understand the importance of building
content reading, expressive and handwriting skills, and spelling skills in students with various
disabilities.
III. Course Objectives/Student Learning Outcomes:
A. Relationship to Standards (see table)
By the end of this course, the student
will achieve the following:
Recognize students having difficulty
in reading, writing and speaking, and
assist in diagnosing their areas of
need.
Establish and maintain progress
monitoring practices within the
content area aligned with the
identified needs of each student to
adjust instruction and provide rigor in
the area of literacy for all students
with disabilities
Direct instruction in reading strategies
for the content areas.
Utilize assessment tools with
appropriate accommodations in the
area of literacy to identify
effectiveness of the standards based
curriculum (core literacy program for
students with disabilities).
PDE
CEC
INTASC
IV.D.6.f
ICC8K3, IGC6K1,
LD7K3, LD8K3
1(d) – 1(g), 2(i), 2(j),
2(l)
IV.D.6.c
ICC8K3, ICC8K4,
6(j) – 6(p), 7(j), 7(k),
7(l), 7(m)
IV.D.6.i
ICC8K5, ICC4K1,
IGC4K1, IGC4K3
ICC8K1, ICC8K4,
LD8K1
7(l), 7(m)
IV.D.6.a
6(j) – 6(p), 7(l)
Demonstrate an ability to match
instructional research-validated
literacy interventions to identified
student needs.
Demonstrate a conceptual
understanding of the components of
reading and describe how these areas
pose challenges for students with
disabilities:
 Phonological Awareness &
Phonics
 Fluency
 Vocabulary
 Comprehension
 Language
 Word Study (Phonological
Awareness & Phonics)
Demonstrate a conceptual
understanding of the components of
writing and describe how these areas
pose challenges for students with
disabilities:
 Text production
 Spelling
 Composition for different
types of writing
Clearly articulate and model the use
of explicit and systematic instruction
in the teaching of literacy (reading
and writing) for students with
disabilities across all reading levels.
Demonstrate an ability to review and
evaluate literacy programs for
purpose, quality, effectiveness, and
research-base and show knowledge of
commonly available programs.
Identify evidence-based instructional
practices to be used with students
with disabilities in the area of
literacy.
Demonstrate instructional strategies
to enhance comprehension of
material.
Demonstrate an understanding of the
evidence-based connection between
literacy and behavior.
Demonstrate an understanding of the
challenges that students with specific
disabilities face in content area
literacy.
Demonstrate proficiency with
strategic tutoring, which provides
students with intense individualized
reading, writing and content
instruction based on assessment.
IV.D.1.a
ICC4K1, IGC4K1
IV.D.1.b
ICC6K1, IGC4K1,
IGC6K1, IGC6K3
4(j), 4(l), 4(m)
IV.D.4.a.i –
IV.D.4.a.iii
ICC6K1, IGC4K1,
IGC6K1, IGC6K3
4(j), 4(l), 4(m),
IV.D.5.b
ICC4K1, LD4K2,
LD7K1, LD7K2,
LD7K3
7(k), 8(l),
IV.D.1.c
ICC4K1, LD4K2,
LD7K1, LD7K2,
LD7K3
6(m), 6(o), 7(l), 7(j),
8(l)
IV.D.1.d
ICC4K1, LD4K2,
LD7K1, LD7K2,
LD7K3
7(k), 8(l), 8(n)
IV.D.5.d
ICC4K1, LD4K2,
LD7K1, LD7K2,
LD7K3
ICC4K1, LD4K2,
LD7K1, LD7K2,
LD7K3
ICC4K1, LD4K2,
LD7K1, LD7K2,
LD7K3
7(g), 8(m)
IGC4K4, LD7K3
7(k), 8(l), 8(n)
IV.D.1.e
IV.D.5.e
IV.D.5.m
7(g), 7(l),
1(d) – 1(g), 2(i), 2(j),
2(l), 5(n)
B. Relationship to Conceptual Framework: This course is congruent with the
conceptual framework of the College of Education. Teacher as Lifelong Learner, and
relates specifically to:
Knowledge:
Communication
Interpersonal skills
Critical skills
Skills:
Scholarly inquiry
Reflective wisdom
Integration of discipline
Technology Integration
Organization and
Classroom management
Dispositions:
Cultural awareness and
acceptance
Conceptual Framework Elements
The candidate will demonstrate college-level written and verbal
communication skills during in-class participation and through
course assessments, including articulation, expressive language,
voice quality, usage, and grammar.
The candidate will gain an understanding of the challenges faced
by struggling readers, and the sometimes lifelong difficulties
students with disabilities deal with when learning to speak, listen,
read, write, and speak.
Through the use of case studies, candidates will use the knowledge
gained in this course to make strategic teaching decisions using
progress monitoring data.
The candidate will understand the trends and issues related to
teaching reading and other language arts to children with
disabilities.
The candidate will reflect on the knowledge gained through this
course in order to transition towards reflective teaching of reading
skills for students with disabilities.
Using the knowledge gained in this course, the candidate will
integrate the content into real teaching experiences.
The candidate will adopt a proactive organizational and
managerial style in the design of teaching reading and other
language arts to students with disabilities.
The candidate will articulate the benefits of using culturally
relevant literature and books to promote reading skills among
culturally diverse learners.
IV. Assessment:
The following course requirements are designed to assess student mastery of the material,
including knowledge, comprehension, application, analysis, synthesis, and evaluation.
A. Core Assignment
Case Study Project:
Students are given a case study of a student experiencing difficulty learning to read (at any
of the stages). Upon reading the case study, students will submit a written report and materials
project on the following:
1. Sequence a list of reading goals based on the case study description.
2. Identify and describe the use of interventions/strategies/activities to address the
reading goals of the case study student.
3. Create one material as described in the interventions/strategies/activities.
Case study goals
Strategies/Interventions/Activities
(S/I/A)
S/I/A material
Mechanics
Case Study Rubric
Target
Acceptable
Goals are in perfect
Goals are in
sequential order.
sequential order.
Explanation reflects
Explanation
clear understanding
reflects
of stages of
understanding of
reading.
stages of reading.
S/I/A selected for
S/I/A selected for
each of the goals is
each of the goals is
highly appropriate
appropriate for
for improving
improving specific
specific skills.
skills. Justification
Justification for
for grouping and
grouping and
selecting S/I/A
selecting S/I/A
reflects adequate
reflects
understanding of
comprehensive
content. Procedures
understanding of
are adequately
content. Procedures
explained and
are comprehensively related to specific
explained and
skill
directly related to
improvement.
specific skill
improvement.
S/I/A material is
S/I/A material is
entirely teacherteacher-made and
made, detailed and
adequately
carefully
constructed. S/I/A
constructed. S/I/A
procedures reflect
procedures reflect
understanding of
clear understanding
instructional needs
of instructional
of case study
needs of case study
child.
child.
Grammar and
spelling are flawless
and the flow
provides a logical
pathway of ideas.
Consistent and
engaging style
throughout.
Information is very
organized.
Grammar and
spelling are nearly
flawless. Logical
sequence apparent.
Some wording is
careless.
Inconsistent in
style. Information
is organized.
Unacceptable
Goals are not
sequential order.
Explanation reflects
little understanding of
stages of reading.
S/I/A selected for
some of the goals is
not appropriate for
improving specific
skills. Justification
for grouping and
selecting S/I/A
reflects little
understanding of
content. Procedures
are poorly explained
and not related to
specific skill
improvement.
S/I/A material is
partially teachermade and constructed
using too many
commercially made
items. S/I/A
procedures reflect
little to no
understanding of
instructional needs of
case study child.
Text contains many
spelling/grammar
errors. Little logical
structure or flow to
sentences. Evidence
of carelessness in
writing. Information
is somewhat
organized.
V.
Course Outline:
A) Introduction to Literacy Difficulties
1) Defining reading difficulties
i) Discrepancy definition
ii) Functional definition
2) IDEIA definition of Specific Learning Disabilities
3) Prevalence of reading difficulties
4) Incidences of reading difficulties
5) Corrective reading approaches
6) Stages of reading development
B) Students At-Risk for Reading and Writing Problems
1) Interacting factors involved in reading and writing problems
2) "Preventing Reading Difficulties in Young Children" is a report of the Committee on the
Prevention of Reading Difficulties in Young Children, National Research Council.
3) Three stumbling blocks To reading proficiency
4) Identifying students with persistent reading problems
C) Assessment and Progress Monitoring
1) Purposes of assessment
2) Dynamic assessment
3) Authentic assessment
4) Functional-level assessment
5) Tests used for screening
D) Introduction to Response to Intervention (RTI)
1) Linked to purposes of assessment and effective intervention/instruction
2) Features of response to intervention
3) Benefits of response to intervention
4) Response to intervention approaches
E) Universal Screening Reading Assessments
1) Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
2) Phonological Awareness Literacy Screening (PALS)
3) 4Sight Testing (Success For All Foundation)
4) AIMSweb assessment
5) Using assessments for progress monitoring
F) Tier 1 and Tier 2 Instruction within Response to Intervention
1) Scientifically Research-Based Instruction
2) High Fidelity in Instruction
3) Early Intervention for Struggling Readers
4) Specific Focus on Individual Students Needs
5) On-going, Data-Based Progress Monitoring
6) Systematic and explicit instruction
7) Activities to boost phonemic awareness skills of struggling readers
i) Phoneme isolation
ii) Phoneme identity
iii) Phoneme categorization
iv) Phoneme blending
v) Phoneme segmentation
vi) Phoneme deletion
vii) Phoneme addition
viii)
Phoneme substitution
8) Activities to boost alphabetic principle and advance word reading skills of struggling readers
i) Letter identification
ii) Alphabetic knowledge
iii) Alphabetic understanding
iv) Phonics through spelling
9) Activities to boost reading fluency skills of struggling readers
i) Reading accuracy and speed
ii) Reading with expression
iii) Reading for comprehension
iv) Partner reading
v) Tape-assisted reading
vi) Reader’s theatre
10) Strategies to boost vocabulary skills of struggling readers
i) Direct vocabulary learning
ii) Word learning strategies
iii) Dictionary use strategies
iv) Specific word instruction
v) Word parts strategies
vi) Semantic maps, charts, and organizers
vii) Using context clues
11) Strategies to boost reading comprehension skills of struggling readers
i) K-W-L Procedure
ii) Semantic mapping
iii) Semantic feature analysis
iv) Keyword method
v) Q-matrix
vi) Collaborative Strategic Reading (CSR)
vii) SQRQCQ/SQ3R
viii)
Think Aloud
ix) Anticipation Guide/Reaction Guide
x) Concept mapping
xi) Jigsaw strategy
xii) Cubing
xiii)
Directed reading-thinking activity (DR-TA)
xiv)Analogical guide
xv) Structural organizer
G) Teaching Writing to Struggling Writers
1) The writing process for struggling writers
i) Prewriting activities
ii) Writing rehearsal
iii) Brainstorming
iv) Audience
v) Composing
vi) Writing conferences
vii) Revising
2)
3)
4)
5)
viii)
Editing strategies
ix) Publishing
x) Modeling writing
Strategic writing instruction
Cognitive strategy instruction in writing
Collaborative strategy approach
Teaching spelling and handwriting to struggling writers
H) An Introduction to Systematic Explicit Reading Instruction
1) Direct Instruction
2) Reading Mastery Plus
i) Anatomy of a reading mastery classroom
ii) Signals and scripted lessons
iii) Using signals
iv) Correcting errors effectively
v) Assessing student progress
VI. Instructional Resources
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Al Otaiba, S. & Hosp, M. K. (2004). Providing effective literacy instruction to students with
down syndrome. Teaching Exceptional Children, 36(4). 28-35.
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disabilities. Allyn and Bacon: Boston, MA.
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tutoring intervention model for language-minority students who are struggling readers in
first grade. American Educational Research Journal, 44(2), 414-448.
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Bacon: Boston, MA.
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performance of struggling writers in second grade. The Journal of Special Education,
40(2), 66–78.
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instruction for expository text comprehension. Teaching Exceptional Children, 38(4),
47-52.
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approach. Teaching Exceptional Children, 36(4), 36–40.
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Revised 6/2012