Author: angie
Last saved by: Amy Cousineau

Working with Dyslexics
Angie LaBay
Fall 2010

Audience:  College age students – a continuing education class
Format: The class will meet once weekly on Monday nights from 6:00 – 9:00 on the campus of Bay de Noc Community College.  The room is 952 in the Heirman Center.
Course Title:  Dyslexia awareness, resources and common practices.
Description:  This course will meet once weekly for the fall semester.  Students will be required to learn the basic phonic rules and put them into practices.  Students will see demonstrations on how to put the phonic lessons into practices.  Students will understand how this affects students in school and what the school needs to provide.  All readings will be e-mailed to students.  There will be some websites to access and explore. 
2 Major Projects: Due the last day of Class (Can be turned in earlier)
Project # 1.  – Design 6 phonics based lesson plans for a dyslexic student.  The lessons need to include the following
	1. 3 learner objectives
	2. Materials
	3. Introduction
	4. Procedure
	5. Conclusion
	6.  An evaluation tool to see what the student has learned
This project will be worth 50 points.
Project #2 – A case study.  Create 3 lessons for a student.  The age of child is dependent on you.  Provide background information on the student, such as age, gender, if they struggle or not in school.  The lessons plans need to be in the format of project #1.  The lessons need to be documented by pictures that will be turned in with the project.  A summary of how the lessons went, the problems that may or not have occurred and what you learned.  Any written information that the student did needs to be turned in.  The project will be worth 75 points.
Course Requirements: A brief summary will be turned in each week based on the readings.  A brief phonics quiz will be given each week Course Objectives:
1. Students will have working knowledge of the different categories of sounds.
2. Students will have working knowledge of how sounds are formed in the mouth.
3. Students will have working knowledge of how to use phonic skills.
4.  Students will have working knowledge of red words.
5.  Students will have working knowledge on how to help a dyslexic child in their classroom.
6.  Students will have working knowledge of diagraphs and dipthongs.
7.  Students will have working knowledge of what schools provide for dyslexic students.
8.  Students will have working knowledge of all the sounds and combination of sounds letters and the combination of letters make.
9. Students will have working knowledge of the use of flashcards for improving children’s reading skills.
10.  Students will have working knowledge of putting everything learned into practice within their classroom.

Course Topics:
WEEK 1: Introduction to course and requirements.  What is dyslexia?  Who is affected?  Preparation of learning materials (the flashcards necessary for the class).  Explanation of layout of McCormick text.  What is the Orton Gillingham system.   Watch a demonstration on how to use flashcards with a student.  The instructor has picked out a student (age 6) to do demonstration with. 
WEEK 2: The sound/symbol relationship (lip poppers, tongue tappers, tongue coolers, lip coolers, scrapers, skinny, fat and fat pushed sounds) Practice those sounds and the letters correlated with the sounds.  Divide into small groups and practice with flashcards making the sounds. Short vowel spellings and syllable Read: Teaching Reading Is Rocket Science What Expert Teachers of Reading
Should Know and Be Able To Do June 1999 (copy of article e-mailed to students)
WEEK 3: Brief quiz on week 2 material. Review week 2, Consonant phonemes and corresponding graphemes, short vowel phonemes and graphemes.  Work with partners   Read. Pyramid power for collaborative planning
Jeanne Shay Schumm; Sharon Vaughn; Judy Harris
Teaching Exceptional Children; Jul/Aug 1997; 29, 6; ProQuest Education Journals
pg. 62 (Copy of article e-mailed to students)
WEEK 4: Brief quiz on week 3 material.  Review week 3, open syllable, magic E syllable, spellings that don’t fit into syllable types, kind old words, visual and auditory clues, mnemonic sentences. Work with partners. Read Motivation as an enabler for academic success Elizabeth A Linnenbrink; Paul R Pintrich
School Psychology Review; 2002; 31, 3; ProQuest Education Journals
pg. 313 (article e-mailed to students)
WEEK 5: Quiz on week 4 material.  Review week 4. Long vowel spelling for u, signal vowels, diagraphs, consonant blends, and syllable types Work with partners. Read and browse the www.TeachingLD.org site

WEEK 6: Quiz on week 5 material. Review week 5. Complete syllable types, all 7 syllable types- clover D- finger spelling. Work with Partners.  Read 
THE RELATIONSHIP BETWEEN READING POLICY AND READING INSTRUCTION: A RECENT HISTORY
ANNE MCGILL-FRANZEN
National Research Center on English Learning & Achievement
University at Albany, State University of New York
1400 Washington Avenue, Albany, New York 12222
Report Series 13004
http://cela.albany.edu/history/index.html
2000
WEEK 7: Quiz on week 6 material.  Review week 6. Red words, 1-1-1 (spelling rule), 2-1-1 (spelling rule) Work with partners. Read Students' perceptions of instruction in inclusion classrooms: Implications f...
Janette K Klingner; Sharon Vaughn Exceptional Children; Fall 1999; 66, 1; Research Library pg. 23
WEEK 8: Quiz on week 7 material. Review week 7. Spelling rules f-l-s-z, silent e, y rule, S-U-V-Z, affixes (plurals, past tense, adverbs) list of beginning and ending consonants. Work with partners. 
Read IDEAS AND ACTIVITIES FOR DEVELOPING PHONOLOGICAL AWARENESS SKILLS A Teacher Resource Supplement to the
Virginia Early Intervention Reading Initiative
Virginia Department of Education June 1998
WEEK 9: Quiz on week 8 material. Review week 8. Video – Ruth Greer How the Brain Learns.  Work with partners.  Read JUST THE
FACTS… Information provided by The International DYSLE IA Association

WEEK 10: Quiz on week 9 material.  Review week 9. Schwa, stable accent, ending grid. Work with partners. 
Read : Characteristics of children who are unresponsive to early literacy interventi...Stephanie Al Otaiba; Douglas Fuchs Remedial and Special Education; Sep/Oct 2002; 23, 5; Education Module, pg. 300

WEEK 11: Quiz on week 10 material.  Review week 10. Video: Translating Brain Research.  Work with partners. 
Read: Literacy Development in Elementary School Second-Language Learners
Diane August, PhD; Catherine Snow, PhD; Maria Carlo, PhD;
C. Patrick Proctor, EdD; Andrea Rolla de San Francisco, EdD;
Elisabeth Duursma, MA, MEd; Anna Szuber, MEd Top Lang Disorders
Vol. 26, No. 4, pp. 351–364_c 2006 Lippincott Williams & Wilkins, Inc.

WEEK 12: Quiz on week 11 material. Review week 11. Video – Dr. Gordon Sherman. Work with partners. 
Read: CATCH THEM BEFORE THEY FALL Identification and Assessment
To Prevent Reading Failure in Young Children BY JOSEPH K.TORGESEN
WEEK 13: Quiz on week 12 material. Review week 12.  Dyslexia vs. learning disabled.  What does it means in schools.  How do schools provide services?  Famous people who are dyslexic. Work with partners. No reading this week finish your projects.
WEEK 14: Quiz on week 13 material.  Class wrap up.  Turn in final projects if haven’t already done so.  Watch a full phonic lesson demonstration with a child and instructor.

Texts:
Anthony, L. Jason, and David J. Francis (2005). Development of Phonological Awareness, American Psychological Society.

International Dyslexia Associations (IDA). (2002). Just the Facts…Information Provided by the International Dyslexia Association.

McCormick, Marlene Bartok, Sequential Phonics: Lesson Plans for the Reading Tutor, (2002). Michigan Dyslexia Institue, Lansing, MI.

Moats, C. Louisa, (1998).Teaching Decoding, American Educator/American Federation of Teachers.

Virginia Department of Education (1998). Ideas and Activities for Developing Phonological Awareness Skills, A Teacher Resource Supplement to the Virginia Early Intervention Reading Initiative.
 
Note:  Additional resources are listed where they will be read during the course.  All the material used for students to read are articles or websites based on the short comings of reading instruction, phonological awareness, learning disabilities and specifically dyslexia.  The articles are all very informative and interesting to read.  I want students to be aware of what their good and possibly bad practices are in their classrooms.  This will allow them to change some strategies in order to read all students.