KUTZTOWN UNIVERSITY
Department of Special Education
SPU 317 – Intensive Reading Writing and Mathematics Intervention Approaches
I. Course Description:
This course presents an in-depth study in the teaching of reading, math, and written expression to students
with disabilities. The course will present formal and informal assessments tools used to design effective
individualized intervention. A variety of intensive teaching and learning strategies and resources will be
used to address specific targeted skill needs. These strategies and resources will be integrated into daily
instructional plans and/or used as a replacement academic resource. An emphasis on instructional tools,
guidelines for instruction, organizational and teaching strategies, remedial methods and techniques for the
child with a disability in preschool through secondary education will be introduced in this course. 3 s.h. 3
c.h. Prerequisite: SPU 316.
II. Course Rationale:
This course is significantly important to the professional development of pre-service special teacher
teachers in order for them to provide data-driven intensive interventions in reading, math, and written
expression for students with disabilities. Pre-service teachers must be cognizant of content area subjects,
formal and informal assessments, and specialized instructional interventions for promoting academic
proficiency across the curriculum. Additionally, teacher candidates must understand the importance of
explicit and systematic instructional strategies for students with disabilities.
III. Course Objectives/Student Learning Outcomes:
By the end of this course, the student will achieve the following:
Objectives
KU
Concept
1. Conduct ongoing formative assessment of students,
which is informal, and often daily to obtain information
on student progress under current instructional practices.
2. Apply assessment skills, extensive practice, and the
application of assessment results to design effective
individualized interventions that are essential literary
skills.
3. Design and test the effectiveness of interventions to
determine appropriateness.
4. Use strategies from multiple instructional approaches for
individuals with disabilities.
5. Identify and use specialized resources in order to
implement specially designed instruction for individuals
with disabilities.
6. Use evidence-based methods for academic and non-
Standard
PDE
CEC
INTASC
I.3
II.1
III.A1
III.N/R
CC7S4
CC8S8
1a
6c, r
8b
I.3
II.1
III.A1-5
IV.A4
IV.D1a, d
CC8S2,5-6
1a
6g, l
7d, l
I.3
II.1, 2
I.
II.B4
IV.D6g
IV.A2
CC8S8
6c, t
7f, l
2d, g
I.
IV.A3
GC7S2
2f
7b
I.
IV.A4
GC4S1
7k
GC4S2
academic instruction of individuals with disabilities.
7. Recommend and use evidence-based practices validated
for specific characteristics of learners and settings.
8. Apply prevention and intervention strategies for
individuals at-risk for academic or behavioral failure.
9. Identify and implement differentiated instructional
strategies through the use of matching appropriate
strategies to student characteristics, integrating student
initiated learning opportunities and experiences into
ongoing instruction, e.g., universally designed
approaches.
10. Use appropriate methods to teach mathematics for
individuals with disabilities.
II.1, 3
I.1,3
IV.A6
GC7S3
I.
IV.A7
GC4K4
2g
7a,k
1b,d
I.3
IV.A10
CC4S3
GC4K5
GC7S2
5s
7b,j
8a,l
I.
IV.A15
GC4S5
11. Implement methods for increasing accuracy and
proficiency in basic mathematic and literacy skill
development for students with disabilities.
12. Implement explicit and systematic instruction to teach
accuracy, fluency, comprehension, and monitoring
strategies in literacy and content area reading.
I.
IV.A16
GC4K6
1b
2h
8a
4h
I.
IV.A17
GC4S14, 16
13. Identify resources and techniques used across all
transition points to allow for the effective transition of
individuals with disabilities.
14. Identify and teach common instructional features within
and across curricula.
I.3
II.1, 3
IV.A18
CC4S6
GC4S8
I.
II.3
IV.A19
CC4S4
GC4S10
1b
8h
15. Use and teach instructional methods to strengthen and
compensate for weaknesses in perception,
comprehension, memory, and retrieval.
16. Identify and teach essential concepts, vocabulary, and
content across the general curriculum.
17. Teach strategies for organizing and composing written
products.
I.
IV.A20
GC4S11
1d
4a
7j
I.
II.3
I.
IV.A21
GC4S13
4h, r
IV.A22
GC4S15
8h
IV. Assessment:
Assessment of each teacher candidate’s level of accomplishment with reference to the course
objectives will be based upon a subset of the following:
Reflective journal
Objective tests
Writing assignments
Group and individual presentations
Midterm examination
Active participation in class and in discussions
4n
5h
7c
8h
2h
5c
7b,m
Final examination
V. Course Outline
A. FOUNDATIONS OF TEACHING.
1)
2)
3)
4)
5)
6)
Creating Responsive Learning Environments
Students at risk for school failure
Students with individualized educational programs
Program factors and LRE
Inclusion movement
Student supports: preferral and special education
B. Planning and Organizing Instruction
1) Classroom physical arrangement
2) Instructional physical arrangement
3) Instructional scheduling
C. Assessing Students for Instruction
1) Response to intervention
2) Progress monitoring at risk students
3) Progress monitoring students with IEPs
4) Data-based instructional decision making
5) Assessment accommodations
D. Teaching Students and Managing Instruction
1) Student supports in general education classrooms
2) Student supports in supplemental and full-time special education classrooms
3) Selecting intensive interventions
4) Supplemental or replacement curriculum and instruction
B. TEACHING ACADEMIC SKILLS
1. Assessing and Teaching Reading
a. Assessment of reading skills
b. Developmental reading approaches
c. Remedial reading programs and methods
d. Intensive reading interventions
i. Reading Mastery Plus
ii. LIPS (Lindamood-Bell Phoneme Sequencing Program)
iii. Soar to Success
iv. Corrective Reading
v. Scholastic: Read 180
vi. Kaleidoscope Intervention Program
vii. Edmark Reading Program
viii. Reading Milestones
ix. Wilson Reading System
e. Computer software programs in reading
i.
Earobics
ii.
Read, Write, and Type
iii.
Read Naturally
iv.
FASTForWord
v.
Imagination Station
2. Assessing and Teaching Spelling
a. Assessment of spelling skills
b. Intensive spelling interventions
i. DOLCH/FRY lists
ii. Spelling Smart
iii. Instant Spelling Words for Writing
iv.
Spellex Reference Books
v.
Spelling Mastery
vi.
Stetson Spelling Program
c. Computer software programs in spelling
i. Show Me Spelling Software
ii. Spell Well Software
iii. Spelling Power
vi. Quick-Word
3. Assessing and Teaching Handwriting and Written Expression
a. Assessment of handwriting and written expression
b. Intensive handwriting intervention programs
i. Handwriting Without Tears
c. Intensive written expression interventions
i. Correcting Reading and Writing with Vocabulary
ii. WRITE!
iii. Academic Workout Series
iv. Language Skills Series
v. Spotlight Program
vi. I CAN WRITE
vii. Reasoning and Writing
viii. Step Up to Writing
d. Computer software programs in written expression
i. Write On!
ii. Kurzweil Educational System
4. Assessing and Teaching Mathematics
a. Assessment of math skills
b. Developmental math approaches
c. Intensive math interventions
i. Strategic Steps to Math Success
ii. STEP-BY-STEP MATH Understanding and Solving Word Problems Series
iii. FIGURE IT OUT
iv. FOCUS on Math Series
v. Strategic Steps to Math Success
vi. Saxon Math
vii. Cognitive Math
viii. Understanding Mathematics
d. Computer software programs in math
i. MATH FactMaster Online
ii. Mathematics Navigator
iii. Ramp Up Mathematics
iv. Cognitive Tutor
v. HighPoints (iCoach) Math
vi. Kaplan Achievement Planner
Teaching Learning Strategies, Content, and Study Skills
Learning strategies, content instruction, and study skills
Commercial learning strategies and study skills programs
Computer software programs in learning strategies and study skills
VI. Instructional Resources
Reading:
Bursuck, W. D. & Damer, M. (2007). Reading instruction for students who are at risk or have
disabilities. Allyn and Bacon: Boston, MA.
Gunning, T. G. (2006). Assessing and correcting reading and writing difficulties. Allyn and Bacon:
Boston, MA.
Harn, B. A., Kame’enui, E. K., & Simmons, D. C. (2006). Essential features of interventions for
kindergarten students most in need of accelerated learning: The nature and role of the third tier in
a primary prevention model. In D. Haager, S. Vaughn, & J. Klingner (Eds.), Validated reading
practices for three tiers of intervention (pp. 161–184). New York: Brookes.
Lindamood, P., & Lindamood, P. (1998). The Lindamood phoneme sequencing program for reading,
spelling, and speech. Austin, TX: PRO-ED.
Lyon, G.R., Fletcher, J.M., Fuchs, L., & Chhabra, V. (2006). Learning disabilities. In E. Mash & R.
Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 512–591). New York: Guilford.
Simmons, D. C., Kame’enui, E. J., Harn, B., Coyne, M. D., Stoolmiller, M., Edwards, L. L., et al. (2007).
Attributes of effective and efficient kindergarten reading intervention: An examination of
instructional time and design of instruction specificity. Journal of Learning Disabilities, 40, 331347.
Simmons, D. C., Kame’enui, E. J., Stoolmiller, M., Coyne, M. D., & Harn, B. (2003). Accelerating
growth and maintaining proficiency: A two-year intervention study of kindergarten and first grade
students at risk for reading difficulties. In B. R. Foorman (Ed.), Preventing and remediating
reading difficulties:
Bringing science to scale (pp. 197–228). Timonium, MD: York Press.
Math:
Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The
prevention, identification, and cognitive determinants of math difficulty. Journal of Educational
Psychology, 97, 493-513.
Maccini, P., Mulcahy, C. A., & Wilson, M. G. (2007). A follow-up study of mathematics interventions for
secondary students with learning disabilities. Learning Disabilities Research and Practice, 22, 5874.
Miller, S. P., & Hudson, P J. (2007). Using evidence-based practices to build mathematics competence
related to conceptual, procedural, and declarative knowledge. Learning Disabilities Research and
Practice, 22, 47-57.
Montague, M. (2007). Self-regulation and mathematics instruction. Learning Disabilities Research and
Practice, 22, 75-83.
Sherman, H. J., Richardson, L. I., & Yard, G. J. (2004). Teaching Children Who Struggle with
Mathematics: A Systematic Approach to Analysis and Correction. Allyn & Bacon: Boston, MA
Handwriting and Written Expression:
Graham, S. & Harris, K. R. (2006). Preventing writing difficulties: Providing additional handwriting and
spelling instruction to at-risk children in first grade. Teaching Exceptional Children, 38 (5), 64-66.
Rosenblum, S. & Livneh-Zirinski, M. (2008). Handwriting process and product characteristics of
children diagnosed with developmental coordination disorder. Human Movement Science, 27 (2), 200214.
Revised 6/2012