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Understanding Dyslexia, Dyscalculia and Dysgraphia + Supporting Students’ Reading: Phonemic Awareness to Comprehension – 6-weeks – Fall 2019/Winter 2020 Bundle 2

New course Understanding Dyslexia, Dyscalculia, and Dysgraphia
November 5 – December 17, 2019

Supporting Students’ Reading: Phonemic Awareness to Comprehension
January 14 – February 25, 2020

All for the price of $450 (save $140!)

Each Course – 15 Hours/PDPs, with an option to add 1 graduate credit from Colorado State University – Pueblo

Understanding Dyslexia, Dyscalculia, and Dysgraphia

This professional development course provides educators with an overview of dyslexia, dyscalculia, and dysgraphia, including well-established neurological research related to the development of reading, writing, and arithmetic.

• Module 1: Defining dyslexia, dyscalculia, and dysgraphia
• Module 2: Neurological origins and manifestations
• Module 3: Comorbidity with other challenges
• Module 4: Best practices to support students in the classroom
• Module 5: Special education laws and the impact on dyslexia identification
• Module 6: Reframing dyslexia, dyscalculia, and dysgraphia with a new perspective

This course will help you:

• Understand the causes of reading challenges for individuals with these specific learning disabilities (SLD)
• Explore related neurological research and theory
• Learn best practice instructional strategies to support these students
• Gain awareness of other co-existing learning and social-emotional challenges
• Consider alternative views of learning disabilities by exploring cultural norms related to disabilities

The following materials are required ONLY for those seeking graduate credit for the Dyslexia course:

Schultz, P. (2011). My Dyslexia. New York, NY: W. W. Norton & Company.
Redford, J. (Director). (2012). The Big Picture: Rethinking Dyslexia [Documentary]. KPJR Films.

Supporting Students’ Reading: Phonemic Awareness to Comprehension

This professional development course provides educators with an understanding of the components of reading development, which include phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension. The course explores the importance of building competency in all of the components of reading in order to ultimately read for understanding. Additionally, the course explores how reading development is impacted for students with a language-based learning disability (LBLD), such as dyslexia, which falls under the diagnostic umbrella of a specific learning disability (SLD). As a result of the learning experiences in this course, participants will be more competent in their ability to:

• Identify the components of reading development
• Understand how LBLD impacts reading development
• Implement and adapt targeted strategies to support all components of students’ reading development
• Design activities and lessons to promote students’ reading skills and, ultimately, ability to read for understanding

The course is divided into six, self-paced modules:

• Overview of Reading Development: This module presents an overview of reading development and explores how reading development is impacted for students with language-based learning disabilities.
• Phonemic Awareness: This module describes phonemic awareness, or the ability to differentiate and manipulate speech sounds.
• Phonics: This module addresses phonics, the connection of speech sounds to letters.
• Decoding:  This module explores decoding, the association of letters with speech sounds in order to accurately read a word.
• Fluency: This module outlines the components of fluency: accuracy, rate, expression, and phrasing.
• Vocabulary and Comprehension: This module explores how vocabulary and the other components of reading addressed in the course support comprehension, the ultimate goal of reading.

Each module will follow the same basic outline:

• A reading of course content followed by a short quiz
• A reading of additional course content followed by a discussion post
• A viewing of strategy demonstration videos featuring Landmark School teachers employing practical instructional strategies followed by a related assignment
• An opportunity to submit concluding thoughts about the relevance of the course content

Specific Assignments:

• Pre and Post-Assessments: These ungraded questionnaires will be completed at the beginning and end of the course in order for participants to self-assess knowledge and application of course content.
• Quizzes: The quizzes will assess comprehension of the content from the required reading.  The quizzes will be automatically graded within the course platform. Although participants must earn an 80% or higher to move on to the next section of the course, there are unlimited attempts allowed.  
• Discussion Posts: The discussions will require participants to post an initial response and reply to at least one other post.  These tasks will be assessed using specific rubrics.
• Assignments: The assignments in each module will require participants to apply their understanding of course content. These tasks will be assessed using specific rubrics.
• Concluding Thoughts: These tasks require participants to synthesize three key takeaways from the module and will be assessed using specific rubrics.
  

There is not a required text for the Reading course.

We are excited to offer an optional (1) graduate credit for each course through Colorado State University – Pueblo. Graduate credit may be added by selecting the check box labeled “Grad Credit Fee” before clicking “Register.” The cost of 1 graduate credit is $125 per course ($250 total) and may not be added after the start date of the course.

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