RDGED 705 Instructional Techniques For Assisting Students with Reading Difficulties

Online Course 3 semester hours graduate credit
Instructor: Dr. Mary Beth Crum

Summer: May 30 - August 11, 2017
Fall: September 18 - December 8, 2017

Tuition, Due Dates, and Registration

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

You may enroll in this course to meet your goals for

  • professional development
  • continuing education refresher course
  • license renewal
  • graduate credits
  • transfer to another university
  • 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.

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. Blevins, NW. (2006). Phonics from A-Z (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3 Available from amazon.com.

  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)

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.

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

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 School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.


For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
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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
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693

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