ERL 417 Literacy Instruction: Meeting the Needs of All Learners

This course examines fluency and family involvement in children’s literacy development. Topics include instructional intervention, motivating reluctant readers, literature circles, welcoming parents as partners, and strategies for word recognition. Upon completion of this course, candidates can effectively modify literacy instruction to meet individual student needs and create meaningful opportunities for family involvement in support of literacy development. 

Credits

4

Outcomes

1. This course will prepare students to:
2. Understand that learning to read, for most people, requires explicit instruction. (KPS 1.2.2)
3. Identify and explain aspects of cognition and behavior that affect reading and writing development. (KPS 1.1.4)
4. Identify (and explain how) environmental, cultural, and social factors contribute to literacy development. (KPS 1.1.5)
5. Understand the most common intrinsic differences between good and poor readers (i.e., linguistic, cognitive, and neurobiological). (KPS 1.1.7)
6. Understand the changing relationships among the major components of literacy development in accounting for reading achievement. (KPS 1.19)
7. Know fundamental provisions of federal and state laws pertaining to learning dyslexia and other reading and language disability subtypes (KPS 2.2.2)
8. Demonstrate knowledge of diverse learning profiles, including dyslexia and other reading and language disability subtypes (KPS 2.2.3)
9. Identify the distinguishing characteristics of dyslexia (KPS 2.2.3)
10. Develop a plan to communicate progress and interventions with families