The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

There are nine major goals for this module. Upon completion of this module you should be able to do the following:

1. Describe the impact of a learning disability on the process of learning to read.



2. Provide an overview of the components involved in promoting word recognition and reading comprehension.



3. Explain why teachers need to use the critical dimensions of instruction and the principles of continuous assessment when teaching individuals with learning disabilities.



4. Explain why teaching reading to individuals with learning disabilities is a shared responsibility.



5. Describe the elements that characterize each critical dimension of instruction and provide rationales for why each is important to use when teaching reading to students with learning disabilities.



6. Give examples of how the elements of each critical dimension of instruction can be included in reading instruction.



7. Define assessment and explain why students' reading skills and abilities should be continually assessed.



8. Describe the different methods used to gain information about students' progress.



9. Describe how students' progress can inform instructional decisions.

The Content Outlines are specific to lessons in this They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

1. Understanding the Challenge of Reading and Learning Disabilities
   1. Preview
      1. Learning to play piano vs. learning to read
      2. Experiences of young musician
      3. Experiences of young reader
      4. Perspective of learning disability challenges
      
      
   2. Introduction
      1. Challenges and encouragement for students who have difficulty learning to read
      2. Purpose of lesson
      3. Goals of lesson
      
      
   3. Challenges of and Protections for Individuals with Learning and Reading Disabilities
      1. Learning disabilities are a heterogeneous group of disorders
      2. Students with learning disabilities are not good information processors
      3. Matthew effects
      4. Effects of reading disabilities
      5. Legal protections
      
      
   4. Processes of Word Recognition and Reading Comprehension
      1. Are simultaneous
      2. Development of word recognition
      3. Development of reading comprehension
      
      
   5. Types of Reading Disabilities
      1. Difficulty only in learning to decode
      2. Difficulty only with reading comprehension
      3. Difficulty with both decoding and comprehension
      
      
   6. Indications of a Reading Disability
      1. For students K - 2: consistent failure to learn
      2. For students in second grade and beyond: continued failure in decoding and poor progress in comprehension
      
      
   7. Effective Instruction and Well-Designed Curriculua
      1. Effective instruction
      2. Well-designed reading curriculums
      3. Greatest effect if critical dimensions of instruction are incorporated
      
      
   8. Review: What Do Effective Teachers Do?
      1. Use effective reading program
      2. Continuously assess student progress and adjust instruction
      3. Identify and help students who may have learning disabilities
      4. Know elements involved in word recognition and reading comprehension
      5. Choose appropriate research-based interventions
      6. Know how to use critical dimensions of instruction
      7. Positively influence students' academic success and thus quality of students' lives
      
      
   9. Teachers Who Effectively Teach Reading to Students with Learning Disabilities will More Effectively Teach Reading to All Students
   
   
2. Critical Dimensions of Instruction for Teaching Reading to Individuals with Learning Disabilities
   1. Preview
      1. Impact of effective teachers is profound and long lasting
      2. No simple answer to what makes some teachers "so good"
      3. Three critical dimensions of instruction characterize instruction of teachers especially effective in teaching reading to students with learning disabilities
      4. Emphasis given to each dimension varies from one teaching situation to another and with regard to needs of students
      5. Critical dimensions referred to throughout modules of online course and are at heart of all effective reading instruction
      
      
   2. Overview
      1. Focus on critical dimensions of instruction
      2. Compelling goal for effective teachers: reading is vitally important
      3. Purpose and goals of lesson
      
      
   3. Responsive Instruction
      1. Instruction which is shaped by students' reactions
      2. Includes continuous assessment
      3. Includes instructional accommodation
      4. Includes elaborated feedback
      
      
   4. Systematic Instruction
      1. A way of organizing learning experiences so that teacher and student follow and review a dynamic plan related to learning
      2. Includes instruction that is structured
      3. Includes instruction that is connected
      4. Includes instruction that is scaffolded
      5. Includes instruction that is informative
      
      
   5. Intensive Instruction
      1. Teacher-guided interactive learning that results in goal-directed student engagement
      2. Includes sufficient time
      3. Includes effective use of each instructional moment
      
      
   6. Review and Preview
      1. Review of Lesson Two
      2. Preview of Lesson Three
      
      
   
   
3. Reading Assessment to Inform Instructional Decision Making
   1. Preview
      1. Instructional decisions
      2. Assessing student progress in learning to read
      
      
   2. Introduction
      1. Responsive teachers use student performance as basis for program changes
      2. Purpose and Goals
      
      
   3. What Is Assessment?
      1. Process of gathering information to enable decision making
      2. Involves measuring, evaluating the measurement, and making decisions
      3. Examples: assessing body temperature; assessing athletes' abilities
      
      
   4. Why Should Student Progress Be Assessed?
      1. To establish a student baseline
      2. To monitor student progress
      3. To evaluate instruction
      4. To determine if special programs are needed
      
      
   5. Assessment Plans
      1. Using an assessment plan
      2. Classroom assessment plans
      3. School-wide assessment plans
      4. Determining risk categories
      
      
   6. Gathering Information about Students
      1. Cumulative file review
      2. Formal assessments (norm-referenced assessments)
      3. Informal assessments (curriculum-based assessments)
      
      
   7. Determining What to Assess
      1. Teachers should first learn about skill development and school district goals
      2. Teachers must assess students' skill development and general reading abilities to determine if reading program is working
      
      
   8. Assessing Reading Abilities
      1. Assessing general reading abilities
      2. Use of informal, one-minute timed reading assessment
      3. Setting the tone for reading program
      4. Use of graduated word list to determine level of first test passage
      
      
   9. Assessing Reading Skills
      1. Probes
      2. Use of probes
      3. Assessment results and initial instructional decisions
      
      
   10. Making Instructional Decisions
       1. Evaluate data to make decisions
       2. Example: chart showing student's reading fluency progress
       3. Chart each student's performance data
       4. Use error analysis
       
       
   11. Evaluate Curriculum Validity and Impact of Instruction
   12. Review
       1. Determine student progress toward goals
       2. Determine most useful reading interventions and critical dimensions of instruction
       3. Continuously assess students' skills, abilities, and progress
       4. Determine if instructional change is warranted
       5. Change intervention or change application of instructional dimension
       6. Cyclical process ensures student progress toward proficiency