2 to 3 credits
Spring 2025 Lecture Upper Division
This course is designed to meet the expectations of CEC, NCTQ, IDA and REPA 3 and prepare students in the science of reading for exceptional learners (including students with dyslexia and those with intensive needs) in Tiers 2 and 3. This course will provide implementation details on Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS). The course will present strategies and programs used in strategic and intensive intervention efforts for those learners needing additional, unique, and/or more focused remediation efforts. Topics will include understanding reading intervention research, the behavior analytic and learning sciences' contributions to understanding the reading process, the sequence of learning to read (systematic instruction), reading to learn, and the five components of reading instruction for P-12 learners. This course will specifically address the REPA 3 Standard: Focused work using (interventions that are direct, explicit, and multi-sensory) as a component of scientifically-based reading.
Learning Outcomes1Review the five components of effective reading instruction for those in P-3 and those in grades 4-
22. Explain the models for remediation of prereading/reading difficulties and describe how they function: RTI, MTSS.
3Describe and demonstrate how to use various screeners and progress monitoring assessments for P-12 students in Tiers 2 and
44. Describe the meaning of direct and systematic instruction.
5Demonstrate mastery of Corrective Reading sounds.
6Demonstrate methods of increasing student engagement.
7Discuss strategies to enhance content area reading performance.
8Illustrate a scope and sequence for reading remediation for readers needing strategic and intensive intervention.
9Explain how reading instruction can be made more explicit for those needing more focused efforts
10Demonstrate how to provide systematic and explicit small group/one-on-one reading instruction.
11Describe Big Direct Instruction and published scientifically-based programs that are designed based on the science of reading instruction and demonstrate how they are implemented.
12Describe the use of Universal Design for Learning and assistive technology approaches to increase access to reading materials and/or improve reading skills.
Prerequisites
Attachments
made by Purdue students.