• Online - no travel to campus required
• Next session:
  RDGED 705 September 22 - December 5, 2008 
  
• 3 graduate credits

This course is designed for classroom teachers and support staff at all levels including Title I and special education teachers, reading specialists, and curriculum directors.

Past Participants' Comments

The Reading Teacher Certification courses may also be used to fulfill the concentration requirement in the UW-Stout’s online Master of Science in Education degree program.

The course may be taken as an online professional development course or you may enroll in this course as the fifth course in the course sequence for reading certification (WI 316).

1. Developmental Reading K-12
2. Reading in the Content Areas K-12
3. Children's Literature in the Reading Program (gr. K-5)
   or
   Young Adult Literature in the Reading Program (gr. 6-12)
4. Assessment and Evaluation of Reading and Language Development
5. Instructional Techniques for Assisting Students with Reading Difficulties
6. Reading Teacher Practicum    

Conducted online with no face-to-face class sessions, you may participate using your home or work computer without having to drive to campus. .

You will connect to learning modules and class discussion via the World Wide Web and obtain readings, retrieve and submit assignments, access the university's online library resources, discuss with other participants, and have frequent personal contact with the instructor via email.

The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via e-mail or presented via the WWW. Instructor/peer comments will be available through discussion groups or sent by e-mail. This class is a valuable first step for those interested in exploring a career as a reading teacher.

Alignment with State and National Reading Standards
This class will help participants meet the International Reading Association’s Standards for Reading Professionals (IRA 2003) and the Content Guidelines for Reading Teachers State of Wisconsin – DPI (p. 180) by addressing standards listed in parenthesis below.

Learning Outcomes
Upon completion of this course, students will be able to:

1. Compare and contrast reading methods/approaches considered to be successful in addressing the needs of children with reading and learning disabilities in order to determine the instructional principles of effective programs.
   (WI DPI: 3.1, 4.2, 6.1, 8.2   IRA: 1.2, 1.3,  2.3, 4.3, 4.4)
   
   
2. Articulate and synthesize information about evidence-based strategies for remediating phonemic awareness, phonetic and structural analysis, vocabulary and background knowledge, fluency, and comprehension.
   (WI DPI: 2.3, 5.1, 5.3, 8.2)  ( IRA: 1.4, 3.3)
   
   
3. Analyze and interpret background and assessment information in order to select instructional interventions for individual students with reading and learning disabilities.
   (WI DPI: 6.2, 6.3)  (IRA: 1.3,  2..3, 3.1, 3.2, 3.3, 4.1)

4. Evaluate and select a variety of quality multimedia materials, including assistive technology, to be used for instruction at various reading and writing levels. 
   (WI DPI:  3.1, 6.3)   (IRA:  2.3 , 4.1, 4.2)
   
   
5. Design an effective intervention plan, including evidenced-based methods and approaches, to serve the needs of an individual learner.
   (WI DPI: 2.1, 5.3, 6.1, 6.2, 6.3)  ( IRA: 1.4, 2.2,  2.3,  3.2,  3.3,  4.3,  4.4)

Participants in this class will gain experience that will help them meet the following Wisconsin Teaching Standards: 1,2,3,4,5,6,7,8,9,10

Required Textbooks
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.)

The books are available from online book stores and can be ordered online from the publishers. Note: Specific editions are indicated by the ISBN number listed.

1. Caldwell, J.S., & Lesley. L. (2009). Intervention strategies to follow informal reading inventory assessment: So what do I do now?, 2/E New York: Pearson Allyn & Bacon. ISBN-13: 9780205608553 Estimated Availability: 08/01/2008



2. Fox, Barbara. (2007/2008). Word Identification Strategies: Building Phonics into a Classroom Reading Program, 4/E. Upper Saddle River, NJ: Prentice Hall. ISBN 9780131561304
   Be sure to order the 2007/2008 edition (available from amazon.com)
   
   
3. McCormick, Sandra. (2007). Instructing students who have literacy problems. (5th edition) Upper Saddle River, NJ: Merrill Prentice Hall. ISBN: 9780131718791 (available from pearson.com or amazon.com)
   

Software - Access to Microsoft Word is required to prepare the documents during the course. Microsoft Office is is available to UW-Stout students at a university student discount of $30. The software maybe purchased online at WISC: the Wisconsin Integrated Software Catalog.

IMPORTANT NOTE: You must be registered for a course at UW-Stout before you will be able to access the WISC catalog and order software. You will not be able to purchase software until you have received your university username and password. Then you will be able to login to the WISC catalog.

If you receive this message -- "The records supplied by your institution do not allow us to verify your eligibility at this time. Please verify that you have entered the correct information." -- call ASK5000 Help Desk at 715-232-5000 for any login issues.

Content Outline

Course Introduction

• Instructional technology and course resources
• Content overview
• Literacy acquisition
• Literacy difficulties

Foundations of Remedial and Clinical Reading Instruction

• Basic concepts and definitions in reading.
• Patterns of reading difficulty

Overview of Reading Instruction for Struggling Readers

• Reading instruction – past and present perspectives.
• Principles of effective intervention programs.

Evidenced-Based Instructional Interventions

• Emergent/Beginning Literacy Skills: Concepts of print, letter identification & phonemic awareness
• Word Analysis Skills: Phonic and syllabic analysis, high frequency word recognition
• Vocabulary
• Fluency
• Comprehension of narrative and expository text

Structure of Intervention Session

• Background information and interpretation of assessments results in case studies.
• Review of a variety of quality multi-media materials, including assistive technology, to be used for instruction at various reading and writing levels
• Individual tutoring structures at the elementary and middle levels.

Course Reflections

• Visual presentations of effective intervention plans.

Prerequisites
Hardware and Software Requirements

What are the minimum technology requirements?

Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.

Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.

If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.

• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3

All projects will be exchanged by e-mail and the course DropBox, and your instructor will provide feedback, suggestions and comments by reply e-mail and the DropBox feedback.

Take a few minutes to review the Frequently Asked Questions, (FAQs).

Instructor:
Carolyn Horton - background information

Registration
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option in fall and spring, but it is not available during summer session. Refund policy

Enrollment is limited to twenty participants; register online .

Check out the list of additional online classes.

For additional information, e-mail your comments or questions to:

Contact: Joan M. Vandervelde
Online Professional Development Coordinator
School of Education
University of Wisconsin - Stout
Menomonie, WI 54751
phone: (715) 642-0209
fax: (715) 232-3385

Introduction Activities
After you are enrolled, review the orientation, Student Expectations and Responsibilities and Academic Expectations and Dishonesty Policy .