RDGED 705 Instructional Techniques For Assisting Students with Reading Difficulties

Online Course
Instructor: Dr. Mary Beth Crum
2017-2018 Tuition: $441 per semester hour graduate credit ($1,323 per course)
Spring: January 16 – March 30, 2018
Tuition due February 28, 2018

How do I register?

Complete the Online Registration Form.

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If you need a copy of the syllabus for your employer to approve enrollment in the class, email: Online Professional Development or call 715-232-2693.

When is the registration deadline?

Reserve your spot now. This program is very popular, and courses fill well before the start date. This course is offered three times each year (spring, summer, and fall).

Withdrawal and Refund Policy

Course Description

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.

Required Textbooks

Readings will be assigned from 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 bookstores and can be ordered online from the publishers. Note: Specific editions are indicated by the ISBN number listed.

  1. Purchase this paperback:
    Blevins, W. (2017). Phonics from A-Z. (3rd ed.) New York, NY: Scholastic. ISBN: 978-1338113495 Available from amazon.com
    This book is also used in RDGED 701 Developmental Reading, RDGED 706 Assessment & Evaluation of Reading and Language Development, RDGED 707 Practicum in Reading Difficulties. .

  2. Caldwell, J.S., & Leslie, L. (2013). Intervention strategies to follow informal reading inventory assessment: So what do I do now? 3rd edition. New York: Pearson Allyn & Bacon. ISBN 13: 9780123907088 Available new and used from amazon.com.

  3. Fox, Barbara. (2012). Word Identification Strategies: Building Phonics into a Classroom Reading Program, 5th edition. Upper Saddle River, NJ: Allyn & Bacon. ISBN 9780132611282. Be sure to order the 2012 edition. Available from mypearsonstore.com

  4. One e-textbook is provided after you login to the course. You may open the e-book to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device and is not compatible with a Kindle Reader.

    McCormick, S & Zutell, J (2015). Instructing students who have literacy problems. ( 7th edition) Boston, MA: Pearson Education, Inc., publishing as Allyn & Bacon. ISBN 13:9780133830934

    If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from http://www.pearsonhighered.com or an online bookstore such as amazon.com
    Be sure to allow for delivery time, and note the ISBN number and 7th edition.

Field Testing

You will learn specific reading strategies and are required to field test these strategies with live subjects in your classroom. Then you will complete field experience reports describing the results. 

If you are not teaching, please refer to the list below to assist in finding a student.

  • A student in your neighborhood
  • Student in a religious youth group
  • Girls Scout or Boy Scout
  • Student who is being tutored
  • A family member (but not a significant other or a spouse)

Who Should Enroll

Our students include:

  • 4K-Elementary, Middle School and High School Classroom Teachers
  • Reading Interventionists
  • Special Education Teachers and Resource Teachers
  • English Language Arts Teachers
  • Dual-Language Spanish Teachers
  • English Language Arts Teachers
  • Academic/Instructional Coaches
  • Reading Resource Teachers
  • Title I Teachers
  • ELL/ESL Teachers
  • Bilingual Teachers
  • Reading/Literacy Specialists
  • RTI Coordinators
  • Literacy Coaches
  • Library Media Specialists
  • Speech-Language Pathologists
  • School Psychologists
  • Curriculum Directors

Enroll in this course to meet your goals for

  • professional development
  • license renewal
  • continuing education refresher course
  • graduate credits/electives
  • transfer the credit to another university or reading certification program
  • refresher course
  • reading teacher certification

This is one of the required courses for individuals pursuing reading teacher certification, Wisconsin #1316

This course is an approved elective in the Master of Science in Education online degree program.

No travel to campus required.

  • Participate 24/7 from your home or work computer during hours that are best for your work and family schedule.
  • 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.
  • This is not a self-paced class.

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The university reserves the right to cancel classes that do not meet minimum enrollment requirements.


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Questions/Comments  
 
 

Our Students Say. . .

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" 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

Contact Us

School of Education
Email: Online Professional Development
Phone: 715-232-2693

Accreditation

CAEP

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