EDU 242 - The Science of Reading and Structured Literacy Instruction in the K-5 Classroom

Description: Provides preservice and K-5 educators with understanding of the research and evidence known as The Science of Reading and how this body of work guides effective and efficient literacy instruction. Exploration into what the research based teaching strategies that promote phonological awareness, phonics, fluency, vocabulary, and comprehension using a systematic, explicit, prescriptive, and multisensory approach so that teachers have the literacy knowledge and understanding needed to ensure all children can learn to read successfully.

This course fulfills the requirements for the Science of Reading and phonics instruction component (45 clock hours/3 credits) of ADE's K-5 Literacy Endorsement certification. 

Credits: 3
Lecture: 3
Lab: 0

Course Content:

1. Constructs of reading instruction 
2. Stages of reading development 
3. Research-based reading instruction  
4. Literacy assessments
5. Identification of dyslexia 
6. Effective interventions

1. Define each of the five constructs of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. (1) 
2. Identify foundational reading skills and stages of reading development, including phonemic awareness, reading fluency, vocabulary development, and comprehension. (2) 
3. Describe teacher-led, small-group, research-based reading instruction meant to develop phonemic awareness, phonological awareness (systematic phonics instruction), encoding and decoding skills, and written and oral expression among students with varying reading abilities. (3) 
4. Plan teacher-led, whole-group, research-based reading instruction meant to develop phonemic awareness (systematic phonics instruction), phonological awareness, encoding and decoding skills, and written and oral expression among students with varying reading abilities. (3) 
5. Identify computer-based and online research-based reading instruction meant to develop phonemic awareness (systematic phonics instruction), phonological awareness, encoding and decoding skills, and written and oral expression among students with varying reading abilities. (3) 
6. Examine literacy evaluation and screening tools, including initial and ongoing diagnostic dyslexia screening tools that determine students' phonological awareness, rapid naming skills, letter/sound correspondence, nonsense word fluency, and symbol recognition. (4,5) 
7. Design lessons using research-based interventions and teaching strategies that address the needs of students with dyslexia, including phonological and phonemic awareness, rapid naming skills, correspondence between sounds & letters, nonsense word fluency, and sound/symbol recognition. (6)