University of Wisconsin Stout | Wisconsin's Polytechnic University
Online Professional Development
UW-Stout can help you achieve your goals.
UW-Stout can help you achieve your goals.
Online Course 3 semester hours graduate credit
Instructor: Carolyn Horton
Tuition and Registration
June 2 - August 15, 2014
Integration of psycholinguistic theory into an interactive model of remedial interventions based on literacy acquisition research. Practical suggestions for integrating reading, writing and spelling into an effective program for struggling readers and special populations including the learning disabled.
NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university or reading certification program.
Readings will be assigned from all of the following textbooks. (The same textbooks and resources will also be used as textbooks in the Assessment and Evaluation of Reading and Language Development course.)
During the course you will learn specific reading strategies, are required to field test these strategies with live subjects in your classroom, and will complete field experience reports describing the results. If you are not teaching, please refer to the list below to assist in finding an alternate source of struggling readers.
To meet the course requirements, you will work with a struggling reader in Modules 6, 8 and 11. You may select different students, as these activities do not require working with the same student. In Module 6 you will work with any age struggling reader who has difficulty decoding multi-syllabic words. In Module 8 you will construct and apply techniques to teach word meaning to a struggling reader. In Module 11 you will assess and teach strategies to a struggling reader who needs assistance in phonemic awareness, phonics, vocabulary, comprehension or fluency.
Upon completion of this course, students will be able to:
Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
International Reading Association's Standards for Reading Professionals (IRA 2010) and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)
Because this class is online and open to you 24/7, you may participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component. All discussion postings, projects and assignments will be submitted via the course discussion board and dropbox. Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.
" I particularly liked the module on phonics. There is so much debate about the best way to approach phonics and I felt the module helped put all the different theories into perspective."
~ Amy Brenegan
"The most valuable concepts I gained during the class were in the phonemic awareness modules. I am feeling much more confident in helping my students with specific problems. I am now able to identify a specific problem and match it to a strategy in order to remediate. "
~ Angela Dammeyer
"With the course text books and supplemental readings, I have been exposed to a whole new school of thought. I believe this added perspective will serve me well in my role as high school reading teacher."
~ Cynthia Kautz
"The most valuable concept that I learned through taking this class is that fluency is absolutely essential to comprehension."
~ Dawn Westphal
"One particularly valuable activity was the "Share a Pair" of strategies assignments. It was great to read the activities that other teachers have used in their classrooms. I think that this online collaboration added to the sense of community."
~ Jenifer Moore
"The strategies that we shared for sight words, read alouds, phonemic awareness and fluency were all useful. I have saved many to a zip drive for further use in the classroom."
~ Nina Ruskey
"The most valuable (and most fun) activity was actually working with a student on a lesson I designed."
~ Kelly Fanta-Stroik
School of Education
Email: Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751