This program is designed to help candidates understand the multifaceted aspects of dyslexia and other language-based learning disabilities. Candidates will learn how to determine which students have dyslexia and other language-based learning disabilities, and to develop and implement multi-sensory instruction most suited to students’ needs.
Specific goals are to:
• Help candidates’ develop understanding of the origins and characteristics of dyslexia and other LBLD.
• Foster candidates’ ability to diagnose dyslexia, and assess the literacy needs of students with dyslexia and other LBLD.
• Enable candidates to use assessment to design and provide appropriate instruction for each student.
• Assist candidates in gaining advanced knowledge of language phonology, morphology, orthography, semantics, syntax, discourse, and pragmatics, and to use this knowledge in developing instruction for students with dyslexia and other LBLD.
• Increase candidates awareness of multi-sensory instructional approaches in lower-level (phonics, phonemic awareness, spelling, word recognition) and higher-level (vocabulary, comprehension) literacy skills, and to determine approaches best suited to student needs.
• Expand candidates’ awareness of each learner as a distinct individual, and help them gain the instructional flexibility to support all students.
• Guide candidates through experiences that develop expertise in working with students with dyslexia and other LBLD.
• Expand candidates’ ability to teach with technology and to teach students to use technology for accessing and presenting information.
• Help candidates meet the Dyslexia Knowledge and Practice Standards for Teachers of Reading, set forth by the International Dyslexia Association.
*Berninger, et al, 2008; Calhoon, Sandow, & Hunter, 2010; Compton, 2000;
Fletcher, Coulter, & Reschly, 2014; Spear-Swerling & Brucher, 2004
** Moats, 2003; Ness & Southall, 2010; Spear-Swerling & Alfano, 2005