ERDG 600: Strategic Intervention to Prevent Literacy Difficulties
Program Requirements and Prerequisites: Students in the Childhood Education and Early Childhood Education programs are given a choice
between ERDG 600 and 601. Students may not take both. ERDG 600 is only offered online; thus all online students will take this course. This
course is also required for Literacy 5-12 students. Prerequisite: ERDG 500
Course Description: Teachers will learn about the Interactive Strategies Approach to early literacy instruction and intervention and how the
approach can contribute to RTI processes in the primary grades. The topics include: the development of strategic, self-regulated early literacy
learners who view reading and writing as meaning making activities, providing differentiated instruction in an RTI context, promoting motivation to
read and write, and the development of phonological skills, a strategic word approach to word learning, oral language skills, and the knowledge base
upon which comprehension depends.
Attributes
 Literacy as Social Practice*
 Equity
 Generate Productive Learning Communities*
 Engagement**
 Reciprocal Relationships Across Modes of Communication*
 Strategic Teaching to Promote Self-Extending Learning**
 Assessment of Literacies and Their Development**
 Research Based Professional Learning**
Core Content
Literacy Learning: What children need to know and be
able to do to develop and expand literate competencies:
 Vocabulary and Language
 Knowledge about the world
 Engagement in meaning construction with text
 Skill with the alphabetic code (including
phonological awareness and phonics)
 Strategic Approach to Written Word Learning (SelfTeaching)
 Automaticity with High Frequency Words
 Writing
Attributes (continued)
 Respectful Representation of Students, Families and Communities*
 Critical Literacies
 Disciplinary Literacy/Knowledge Building**
 Data Based Decision Making**
 Technologies and Digital Media
 Materials and Resources*
 Prevention and Intervention**
 Standards*
Possible Assignments
Respond to periodic quizzes on
foundational knowledge
Possible Readings
Scanlon, D. M., Anderson, K. L., &
Sweeney, J. M (2010). Early intervention
for reading difficulties: The Interactive
Strategies Approach. New York: Guilford
Press.
Interpret samples of student writing for
evidence of foundational skills (e.g., print
concepts, phonological awareness, phonics,
etc.)
Scanlon, D. M., Anderson, K.L., Morse,
M. J., & Yurkewecz, T. (2012). Helping
View and reflect on videos of one-to-one
your child become a reader. Unpublished
and/or small group lessons and group/class parent booklet, Professional Development
read alouds attending both to what the
Project, Child Research and Study Center,
teacher does and to what the children know The University at Albany.


Engaging in Conversations
Motivation and self-efficacy
Literacy Teaching: Responsive teaching based on
sensitive observations and productive organization:
 Understanding the complexity of the reading process
 Creating a Comprehensive/balanced Literacy
Program
 Promoting coherence/coordination across learners’
instructional contexts
 Read alouds for comprehension and oral language
development
 Shared and Interactive Reading
 Small group supported reading
 Independent /Silent Reading
 Modeled, Shared and Independent Writing
 Organization across tiers of instruction
 Strategy Instruction with gradual release of
responsibility/self regulation
 Responsive Teaching
 Instructional Conversations
 NYS Curriculum for CCLS
Instructional and Assessment Materials/Tools:
 Books for different purposes
 Common Core Learning Standards
 NYS English Language Arts Assessments
 Observation and Record Keeping Techniques /
Strategies
 Lesson Planning (standardized throughout the
department)
 Screening, Diagnostic and Progress monitoring
assessments
 Running records review
and are able to do.
Plan follow-up instruction based on the
videos.
http://www.isaprofessionaldevelopment.or
g/documents/Parent%20Booklet%202012
%20color.pdf.
A range of articles from Language Arts,
The Reading Teacher, and related
professional journals.
Beck, I.L., McKeown, M.G., & Kucan, L.
(2013). Bringing words to life: Robust
vocabulary instruction. New York:
Guilford.
Cummins, J. (2011). Literacy engagement:
Fueling academic growth for English
learners. The Reading Teacher, 65(2),
142-146.
Protacio, M. S. (2012). Reading
motivation: A focus on English learners.
Reading Teacher, 66(1), 69-77. doi:
10.1002/TRTR.01092.
Kieffer, M. J., & Lesaux, N. K. (2007).
Breaking Down Words to Build Meaning:
Morphology, Vocabulary, and Reading
Comprehension in the Urban Classroom.
The Reading Teacher, 61(2), 134-144. doi:
10.1598/RT.61.2.3
Funk, A. (2012). The Languages of New
York State: A CUNY-NYSIEB Guide for
Educators. New York, NY: The Graduate
Center, City University of New York.
Contexts of Learning:
 Home/School Connections
 Instructional Environments
 Students with Special Needs
 Discourse Patterns (Dialogue/Monologue) within
and across contexts
 Productive Learning Spaces
Teaching/Learning as Inquiry
 Collaboration, Problem Solving and Examining
Assumptions
 Reflective Teaching
 Ways of Organizing for Ongoing Development
 Self-Extended Learning
 Accessing and Evaluating Technology-Related
Resources