SPED 519
Instructional Phonics
Summer, 2011
Instructor: Dr. Ruth Lyn Meese
Office: Hull 235
Phone: 434-395-2340 (O)
Office Hours: By Appt.
434-983-3865 (H)
Class Time/Location: M-R 11:00-1:50
E-Mail: meeserl@longwood.edu
Hull 249
(Please log onto Blackboard for notes, links and syllabus)
Course Description
This course covers the principles of decoding and word identification skills. The
emphasis will be on phonological and phonemic awareness, on alphabetic principles and
explicit phonics instruction, and on morphemic analysis to build vocabulary. Effective
practices to promote fluency with decoding skills will also be included. Students will be
expected to master phonics concepts and skills and informal assessment of these skills. (3
credits)
Note: No more than nine Longwood non-degree graduate hours may be counted
towards a degree, certificate, or licensure program. Students are expected to apply
to a Longwood graduate program prior to enrolling in classes. At the latest, all
application material should be received by the Office of Graduate and Extended
Studies before the completion of six hours.
Textbooks: One Required for all Students and One Recommended for Students who
have yet to pass the VRA (RVE after July 1)
1. Henry, M.K. (2009). Unlocking literacy: Effective decoding and spelling instruction.
Baltimore, MD: Paul H. Brookes. (“H” Book—required readings for all)
2. Strongly recommended for students who have not taken or passed the VRA/RVE:
Gunning, T.G. (2010). Creating literacy instruction for all students (7th ed.). Upper
Saddle River, NJ: Boston, MA: Allyn & Bacon. (“G” Book)
Course Objectives
This course is designed to promote mastery of phonics skills and concepts essential for
the special educator. Effective and explicit instructional principles and procedures for
teaching reading to children in special education programs within the general curriculum
will be covered. The teacher will develop instructional competency through lectures,
discussions, practice activities, small group activities, and projects. Upon completion of
the course, reflective teacher leaders will develop the knowledge, skills, and dispositions
listed below.
Knowledge
1. Recognize effective instructional methods for teaching phonics to special
education students within the general curriculum. (TC# 1, 2, 4; CEC 1 & 4)
2. Discuss research supporting the use of explicit phonics instruction when teaching
reading to special education students within the general curriculum. (TC # 1 & 4;
CEC 1 & 4)
3. Define terms associated with explicit phonics instruction. (TC # 1 & 4; CEC 1 &
4)
4. Discuss the complex nature of reading acquisition including phonemic awareness,
an understanding of the alphabetic principle, explicit phonics instruction,
syllables, phonemes, morphemes, decoding skills, word attack skills, and how
phonics, syntax and semantics interact and impact comprehension. (TC # 1; CEC
1)
5. Recognize the scope and sequence of the Virginia SOL’s in English/Reading, the
impact of the general curriculum and classroom environment on special education
students with reading difficulty in the general education classroom, and strategies
to promote successful integration of students with disabilities into the reading
program alongside their peers without disabilities. (TC # 1 & 4; CEC 1 & 4)
Skills
1. Demonstrate skill in explicit techniques for teaching phonological and phonemic
awareness, phonics, and morphemic analysis and for the remediation of deficits in
these areas. (TC# 1, 2 & 4; CEC 4 & 7)
2. Demonstrate skill in explicit techniques for building fluency and comprehension
strategies and for fostering appreciation of a variety of literature through
independent reading.
(TC # 1, 2 & 4; CEC 4 & 7)
3. Demonstrate skill in administering and interpreting informal reading assessments
such as running records and for adjusting instruction to promote appropriately
high academic expectations for special education students in the general
curriculum (TC # 5; CEC 7 & 8).
Dispositions
1. Develop a philosophy of the educational goals, objectives, and effective
instructional practices appropriate for exceptional learners when teaching
phonics in the general education reading curriculum. (TC # 1 & 9; CEC 1 & 9)
Class Schedule: Subject to Change
Date
Topics
5-23 Introductions/Overview/Expectations
Big Ideas in Reading/Reading Research and
Reports to Congress
Teaching Phonological and Phonemic Awareness
5-24 Phonics: Origin of Our Alphabet, ABC Basics
Introduction to the Consonants
5-25 Work independently on Consonant Letter
Assignments__________
H 1-2 & 5
G 1-4
5-26
5-30
5-31
6-1
6-2
6-6
6-7
6-8
6-9
6-13
6-14
6-15
6-16
Presentations.
Consonant Phonemes and Dependability
Memorial Day Holiday—LU Closed/No Classes
Consonant Phonemes and Dependability
Consonant Phonemes and Dependability
Mid-Term Exam; Running Records
Vowel Phonemes
Work Independently on Running Records
Vowel Phonemes
Vowel Phonemes; Onset/Rime, Syllable Division
Syllable Division, Phonics Instruction and Fluency
Vocabulary, Context and Morphemic Analysis
Guest Speaker
Morphemic Analysis and Wrap-Up
Exam and Oral Phoneme Assessment
H3&6
G5
Mid-Term
Running Record Due
H4
G 6; H 7
H8
Exam & Phoneme Assess.
Course Requirements
1. Students are expected to attend all class sessions and to complete all reading
assignments by the date due. There will be one mid-term and one cumulative
final exam. The mid-term and final exam each are worth 25 points. Following the
final exam, students will be assessed orally on our English phonemes.
2. Students will choose letters of the alphabet (actual number depends on the
number of students enrolled in the class). For each assigned letter of the alphabet,
students will be responsible for a short (2-3 minute) presentation in class
regarding the history of the development of that letter of the alphabet. Include
the derivation of the letter from its earliest form, its frequency of use in English,
any “interesting” facts you can find for the letter, and something to help children
“remember” the letter. The presentations should include a power point sent to the
instructor in advance to be posted on Blackboard for colleagues in the class. Due
dates for each presentation will be negotiated in class depending on the day each
letter will be discussed. Presentations and power points are worth 10 points
toward the final grade.
3. Students will be given a case study and two reading passages for the child in
the case study. Students are to access Voice Board on Blackboard to listen to
“the child” read the two passages. Use the running record to conduct a miscue
analysis for the two passages using the form given. The results of the informal
running record will be presented in a paper of approximately 10 double-spaced,
typewritten pages. The paper must be objective and factual, clearly referring to
the attached protocols as well as to the attached miscue analysis chart. In
addition, the student must make specific recommendations for addressing needs
determined through the running record and miscue analysis. Papers are worth 40
points and are due on June 9. Papers will be graded according to the following
criteria:
On time and free from errors of spelling/grammar
Description of How Running Record Was Administered
(Describe how you would have given it)
Objectively and Specifically Address the Results of the
Running Record (Be thorough and specific)
Projects Specific Recommendations Based on Results
Suggests Strategies for Addressing the Recommendations
Running Record Protocols and Miscue Analysis Chart
Attached
Total
5 points
5 points
10 points
8 points
7 points
5 points
40 points
4. In a class of this nature, students will be expected to participate in numerous
class activities including group work and phonics exercises. Attendance and
active participation in all class activities will be worth 10 points toward the final
course grade. Two points will be deducted for any portion of a class not
attended. Students will also be given the opportunity to evaluate the class.
Grading Summary (Grades are computed on a 6-point scale: 95-100 =A, 89-94 =B,
83-88 = C)
Assignment
Date Due
Points Possible
Mid-Term
6-2
25
Class Letter History Presentations
Variable
10
Running Record
6-9
40
Participation in Class Exercises/Group Work Daily
10
Final Exam & Oral Assessment
6-16
25
Total Points Possible= 110
Disability Policy
If you have a disability that requires adaptations or accommodations, please obtain and
complete the appropriate documents from the Longwood University Disability Support Services.
Please inform the instructor immediately if you require modifications in instruction or testing
according to a disability plan filed with Disability Support Services.
Honor Code
Students are expected to abide by the Longwood College Honor Policy. All tests and
assignments are to be pledged.
Attendance Policy
Students are expected to attend all class sessions. If you must be absent for legitimate
purposes (i.e., death in the family, a college-sponsored activity, or a recognizable illness
or emergency), notify the instructor before the class session in question whenever
possible. A grade of "F" will be assigned if you miss more than 25% of the class sessions
for any combination of excused and unexcused absences. If you miss more than 10% of
the class sessions for unexcused absences, the instructor may lower your grade by one
letter. Points will be deducted for classes missed.
Cell Phones
Please turn off your cell phone and place it into a purse or backpack out of sight
during all class sessions.
Some Suggested Readings
Alber-Morgan, S.R., Ramp, E.M., Anderson, L.L., & Martin, C.M. (2007). Effects of
repeated readings, error correction, and performance feedback on the fluency and
comprehension of middle school students with behavior problems. The Journal of
Special Education, 41 (1), 17-30.
Balmouth, M. (2009). The roots of phonics: A historical introduction (Rev.ed.).
Baltimore, MD: Paul H. Brookes.
Barton-Arwood, S.M., Wehby, J.H., & Falk, K.B. (2006). Reading instruction for
elementary-age students with emotional and behavioral disorders: Academic and
behavioral outcomes. Exceptional Children, 72 (1), 7-27.
Biancarosa, G. (2006). After third grade. Educational Leadership, 63 (2). 16-22.
Browder, D.M., Wakeman, S.Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B.
(2006). Research on reading instruction for individuals with significant cognitive
disabilities. Exceptional Children, 72(4), 392-408.
Carnine, D.W., Silbert, J., Kame’enui, E.J., Tarver, S.G., & Jungjohann, K. (2006).
Teaching struggling and at-risk readers: A direct instruction approach. Upper
Saddle River, NJ: Pearson/Merrill/Prentice-Hall.
Chard, D.J. & Kameenui, E.J. (2000). Struggling first-grade readers: The frequency and
progress of their reading. The Journal of Special Education, 34(1), 28-38.
Chard, D.J., Ketterlin-Geller, L.R., Baker, S.K., Doabler, C., & Apichatabutra, C. (2009).
Repeated reading interventions for students with learning disabilities: Status of
the evidence. Exceptional Children, 75 (3), 263-281.
Foorman, B.R., & Torgesen, J. (2001). Critical elements of classroom and small-group
instruction promote reading success in all children. Learning Disabilities
Research & Practice, 16 (4), 203-212.
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word
recognition, fluency, and reading comprehension in young children. The Journal
of Special Education, 39 (1), 34-44.
Garcia, T. (2007). Facilitating the reading process: A combination approach. Teaching
Exceptional Children, 39(3), 12-17.
Jitendra, A.K., Edwards, L.L., Gabriell, S., & Jacobson, L.A. (2004). What research says
about vocabulary instruction for students with learning disabilities. Exceptional
Children, 70 (3), 299-322.
Jones, C.J. (2001). Teacher-friendly curriculum-based assessment in spelling. Teaching
Exceptional Children, 34 (2), 32-38.
Kroeger, S.D., Burton, C., & Preston, C. (2009). Integrating evidence-based practices in
middle science reading. Teaching Exceptional Children, 41(3), 6-15.
Meese, R.L. (2001). Teaching learners with mild disabilities: Integrating research and
practice (2nd ed.). Belmont, CA: Wadsworth.
Moats, L.C. (2001). When older students can't read. Educational Leadership, 58(6),
36-40.
Moody, S.W., Vaughn, S., Hughes, M.T., & Fischer, M. (2000). Reading instruction in
the resource room: Set up for failure. Exceptional Children, 66(3), 305-316.
Ritchey, K.D. (2008). Assessing letter sound knowledge: A comparison of letter sound
fluency and nonsense word fluency. Exceptional Children, 74 (4), 487-506.
Shanker, J.L., & Ekwall, E.E. (2003). Locating and correcting reading difficulties (8th
ed.). Upper Saddle river, NJ: Merrill/Prentice Hall.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in
young children. Washington, D.C.: National Academy Press.
Special Section on Research in Reading (2005). {Various articles and authors}, Phi
Delta Kappan, 86, 438-468.
Stahl, S.A., Duffy-Hester, A.M., & Stahl, K.A.D. (1998). Everything you wanted to
know about phonics (but were afraid to ask). Reading Research Quarterly, 33,
338-355.
Vaughn, S., Gersten, R., & Chard, D.J. (2000). The underlying message in LD
intervention research: Findings from research syntheses. Exceptional Children,
67(1), 99-114.
Whitaker, S.K., Harvey, M., Hassell, L.J., Linder, T., & Tutterrow, D. (2006). The FISH
Strategy: Moving from sight words to decoding. Teaching Exceptional Children,
38 (5), 14-18.
Williams, J. (2005). At-risk second graders can improve their comprehension of
compare/contrast text. Teaching Exceptional Children, 37 (3), 58-61.
Williams, J.P. (2005). Instruction in reading comprehension for primary-grade students:
A focus on text structure. The Journal of Special Education, 39 (1), 6-18.