ERL 565 The Scientific Foundations of Literacy

This course is an introduction to the evidence-based theoretical models of reading and how they should inform sequential, systematic, and explicit instruction. The purpose of this course is to develop a foundational understanding of different reading profiles, including dyslexia, and how the evidence-based research of the Science of Reading can be used to advocate for equitable, evidence-based literacy instruction for all students. Course includes components of state requirements for certification.

Credits

3

Outcomes

1. This course will prepare students to:
2. Develop an understanding of the major theories and empirical research regarding evidence-based literacy instruction, particularly within the realm of the Science of Reading and Scarborough’s Reading Rope (2001).
3. Understand theoretical models of reading such as Scarborough’s Reading Rope (2001), the Simple View of Reading, the Four-Part Processing Model, and Ehri’s Phases of Reading Development.
4. Demonstrate how the results of evidence-based literacy research (the Science of Reading) informs and impacts reading, writing, and spelling instruction.
5. Design a presentation for the purpose of advocating for all students to receive equitable, evidence-based literacy instruction.