Fairfield University. Graduate School of Education and Allied Professions

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1 Graduate School of Education and Allied Professions Department of Psychological and Educational Consultation Program(s) : Reading and Language Development Course #: RLD 530 Course Title: Language and Reading Acquisition for English Language Learners and Students with Special Needs Course nstructor: TBA Class meeting times/schedule: TBA Catalog Description: This course develops literacy leadership skills to train others and foundational reading skills to be better prepared to teach k-12 students to learn how to read. This course is designed for candidates to learn about the developmental learning needs of culturally and linguistically diverse students, exceptional learners, and bilingual students with special needs, and promotes working in collaborative data teams. The course also explores the similarities and differences between bilingual/tesol students and students with special needs with a focus on reading skills development (e.g., phonology, morphology, orthography, syntax, semantics, etc.). Candidates will learn about major theories and empirical research related to assessment and instructional strategies that all teachers can use in their classroom to support reading development in all students. (3 credits) Course Description/Purpose of Course: This course is designed to provide experienced educators with the theoretical and pedagogical foundations of Bilingual and Special Education as a basis for understanding the specific knowledge base and research-based practices needed to teach these types of students to learn how to read. Theoretical understandings of first and second language acquisition, special learning needs, and issues and research in assessment, instruction, and parental involvement will be covered. Candidate Learning Objectives/Outcomes Candidates will: demonstrate understanding of the process of (second) language acquisition examine ssues surrounding the separation language difference and second language acquisition from disability identify and examine appropriate instructional interventions and strategies for use with bilingual and/or exceptional children identify appropriate strategies for including bilingual children with or without disabilities in the general education classroom and apply to lesson planning demonstrate understanding of strategies to encourage (and barriers to) family involvement describe the reading decoding process (phonology, orthography, morphology) as it related to English language learners and/or learners with special needs examine the complexity of comprehension and its recursive relationship with decoding, language, and associated constructs 1SL 530 Language and Reading Acquisition for English Language Learners and Students with Special Needs

2 compare and contrast the complexity of the reading and writing process and the role of oral language in their development. Table 1: nternational Reading Association (RA) Standards for Reading Specialists Addressed in RLD 530. ( = ntroduced, R = Reinforced, M = Mastered) Standard 1: Foundational Knowledge 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading writing connections. 1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. 1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students reading development and achievement. Standard 2: Curriculum and nstruction 2.1 Candidates understand the role of professional judgment and practical knowledge for improving all students reading development and achievement. Standard 3: Assessment and Evalution 3.1. Candidates understand types of assessments and their purposes, strengths, and limitations. Standard 4: Diversity 4.2 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. Standard 6: Professional Learning and Leadership 6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. 6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. 6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated 2SL 530 Language and Reading Acquisition for English Language Learners and Students with Special Needs

3 professional development programs. Table 2: nternational Dyslexia Association (DA) Knowledge and Practice Standards Addressed in RLD 530 Knowledge Component A. Foundation Concepts about Oral & Written Language 1. Understand and explain the language processing requirements of proficient reading and writing 2. Understand and explain other aspects of cognition and behavior that affect reading and writing 3. Define and identify environmental, cultural, and social factors that contribute to literacy development 4. Understand and explain the known causal relationships among phonological skill, phonic decoding, spelling, accurate and automatic word recognition, text reading fluency, background knowledge, verbal reasoning skill, vocabulary, reading comprehension, and writing. 5. Know and explain how the relationships among the major components of literacy development change with reading development B. Knowledge of the Structure of Language Phonology (The Speech Sound System) 1. dentify, pronounce, classify, and compare the consonant and vowel phonemes of English. Orthography (The Spelling System) 2. Understand the broad outline of historical influences on English spelling patterns, especially Anglo- Saxon, Latin (Romance), and Greek. 3. Define grapheme as a functional correspondence unit or representation of a phoneme. 4. Recognize and explain common orthographic rules and patterns in English. 5. Know the difference between high frequency and irregular words. 6. dentify, explain, and categorize six basic syllable types in English spelling. Morphology 7. dentify and categorize common morphemes in English, including Anglo-Saxon compounds, inflectional suffixes, and derivational suffixes; Latin-based prefixes, roots, and derivational suffixes; and Greek-based combining forms. Semantics 8. Understand and identify examples of meaningful word relationships or semantic organization. 3SL 530 Language and Reading Acquisition for English Language Learners and Students with Special Needs

4 Syntax 9. Define and distinguish among phrases, dependent clauses, and independent clauses in sentence structure. 10. dentify the parts of speech and the grammatical role of a word in a sentence. Discourse Organization 11. Explain the major differences between narrative and expository discourse. 12. dentify and construct expository paragraphs of varying logical structures (e.g., classification, reason, sequence). 13. dentify cohesive devices in text and inferential gaps in the surface language of text. C. Knowledge of Dyslexia and Other Learning Disorders 1. Understand the most common intrinsic differences between good and poor readers (i.e., cognitive, neurobiological, and linguistic). 2. Recognize the tenets of the NCHD/DA definition of dyslexia. 3. Recognize that dyslexia and other reading difficulties exist on a continuum of severity. 4. dentify the distinguishing characteristics of dyslexia and related reading and learning disabilities (including developmental language comprehension disorder, attention deficit hyperactivity disorder, disorders of written expression or dysgraphia, mathematics learning disorder, nonverbal learning disorders, etc.). E-1. Structured Language Teaching: Phonology 1. dentify the general and specific goals of phonological skill instruction. 2. Know the progression of phonological skill development (i.e., rhyme, syllable, onset-rime, phoneme differentiation). 3. dentify the differences among various phonological manipulations, including identifying, matching, blending, segmenting, substituting, and deleting sounds. 4. Understand the principles of phonological skill instruction: brief, multisensory, conceptual, and auditory-verbal. 5. Understand the reciprocal relationships among phonological processing, reading, spelling, and vocabulary. 6. Understand the phonological features of a second language, such as Spanish, and how they interfere with English pronunciation and phonics. E-2. Structured Language Teaching: Phonics and Word Recognition 1. Know or recognize how to order phonics concepts from easier to more difficult. 2. Understand principles of explicit and direct teaching: model, lead, give guided practice, and review. 3. State the rationale for multisensory and multimodal techniques. 4. Know the routines of a complete lesson format, from the introduction of a word recognition concept to fluent application in meaningful reading and writing. 4SL 530 Language and Reading Acquisition for English Language Learners and Students with Special Needs

5 E-4. Structured Language Teaching: Vocabulary 1. Understand the role of vocabulary development and vocabulary knowledge in comprehension. E-5. Structured Language Teaching: Text Comprehension 1. Be familiar with teaching strategies that are appropriate before, during, and after reading and that promote reflective reading. 2. Contrast the characteristics of major text genres, including narration, exposition, and argumentation. 3. Understand the similarities and differences between written composition and text comprehension, and the usefulness of writing in building comprehension. 4. dentify in any text the phrases, clauses, sentences, paragraphs and academic language that could be a source of miscomprehension. 5. Understand levels of comprehension including the surface code, text base, and mental model (situation model). 6. Understand factors that contribute to deep comprehension, including background knowledge, vocabulary, verbal reasoning ability, knowledge of literary structures and conventions, and use of skills and strategies for close reading of text. E-6. Structured Language Teaching: Handwriting, Spelling, and Written Expression Spelling 1. Recognize and explain the relationship between transcription skills and written expression. 2. dentify students levels of spelling development and orthographic knowledge. 3. Recognize and explain the influences of phonological, orthographic, and morphemic knowledge on spelling. DEA Objectives/Outcomes (for course evaluation): Essential and mportant Objectives Essential 5. Acquiring skills in working with others as a member of a team mportant 1. Gaining factual knowledge (terminology, classifications, methods, trends) 4. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course 11. Learning to analyze and critically evaluate ideas, arguments, and points of view 5SL 530 Language and Reading Acquisition for English Language Learners and Students with Special Needs

6 Texts: Echevarria, J., Vogt, M., & Short, D. J. (2013). Making Content Comprehensible for Secondary English Language Learners: The SOP Model. Boston, MA: Allyn & Bacon. SBN / Echevarria, J., Vogt, M., Short, D. J. (2013). Making Content Comprehensible for Elementary English Language Learners: The SOP Model. Boston, MA: Allyn & Bacon. SBN / Freeman, D. E. & Freeman, V. (2014). Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar. Portsmouth, NH: Heinemann. SBN / Hamayan, E., Marler, B. Sanchez-Lopez, C., & Damico, J. (2013). Special Education Considerations for English Language Learners: Delivering a Continuum of Services. Philadelphia, PA: Caslon Publishing. Herrell, A. L. & Jordan, M. (2011). 50 Strategies for Teaching English Language Learners. Boston, MA: Pearson. 4 th Edition. SBN / Course Topics/Modules: Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Topic 7 Topic 8 Topic 9 Topic 10 Topic 11 Topic 12 Topic 13 Topic 14 Bilingualism English Language Learners ELLS with special learning needs Language development Reading foundations Phonology Morphology Syntax Orthography Curriculum adaptations considerations nstructional Strategies nclusion Family involvement Being a leader and member of a team Assessment/Evaluation 6SL 530 Language and Reading Acquisition for English Language Learners and Students with Special Needs

7 Work below a B- will not be accepted. 1.) Candidates will participate in small-group in-class activities. (25% of final grade) 2.) Using the State of CT lesson plan template, each candidate will create 2 lesson plans (one for an ELL and another for a student with special learning needs). Grading rubric to be distributed. (25% of final grade/10% each plan) 3.) Written reflections to 5 assigned readings. (25% of final grade) 4.) Given data, each candidate will complete a comprehensive case study analysis and synthesis and propose interventions to meet the needs of the student illustrated in the case. (25% of final grade) Course Requirements, Grading and Student Responsibilities Assignment % of Grade Small Group n-class Activities 25% Lesson Plans 25% Written Responses and nventories 25% Case Study Analyses 25% Total 100% Participation and Classroom Etiquette n-class participation (i.e., asking thoughtful questions, working with groups on application assignments, etc.) and professionalism (e.g., coming on time to class, being prepared) is encouraged and expected. f you must arrive to class late, please take a seat as immediately and quietly as possible. Similarly, if you must leave early please do so as quietly and discreetly as possible. Also, please turn off all pagers, cell phones, and other electronic devices while you are in class. Neither incoming nor outgoing calls (nor text messages) during class is acceptable. n-class Quick Writes/Discussion A 'quick write' is a topic or question designed to provoke reflection and to jump start your thinking about a particular idea. Quick writes can be a good way to help students organize their thoughts before beginning an activity or prior to participating in discussions, or to guide their reflection on a previous discussion or activity. We will provide a 'quick write' for some classes, both as a way of facilitating your learning and as a way of teaching you an effective instructional strategy that you can use with your students. About halfway through the class (typically following a small group discussion or activity), we will assign the quick write for the day. We will provide approximately 10 minutes for reflection and writing on the assigned quick write. Students with Disabilities is committed to providing qualified students with disabilities an equal opportunity to access the benefits, rights and privileges of its services, programs and activities, in an accessible 7SL 530 Language and Reading Acquisition for English Language Learners and Students with Special Needs

8 setting. For some students, equal opportunity involves the University making reasonable accommodations. However, the University is under no obligation to alter the essential academic elements of courses or programs. f a student with a disability would like to be considered for accommodations, he/she must contact the Office of Academic and Disability Support Services. Professional and Ethical Behavior: Participants are expected to demonstrate the personal and professional dispositions that are embodied in the professional organizations to which they are affiliated, mission statement of the GSEAP, and the professional Code of Ethics Participants need to be mindful that they are representing as well as themselves and should conduct themselves accordingly. Please review the complete standards listed on the GSEAP website. Written Work: Reflections are expected to be timely, original, free of grammatical errors and clearly written.. 8SL 530 Language and Reading Acquisition for English Language Learners and Students with Special Needs