The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

There are twelve major goals for this module. Upon completion of this module, you should be able to do the following:

1. Describe different word recognition strategies.



2. Understand how to sequence instruction as well as how to select examples for word recognition.



3. Discuss letter and word patterns.



4. Know the different lesson parts that are recommended for teaching reading to individuals with reading disabilities.



5. Explain the various instructional formats for teaching phonetic elements.



6. Know how to teach a multisyllabic word reading strategy that will help students learn how to approach an unknown word.



7. Discuss the critical attributes of reading fluency.



8. Describe the elements that have been most effective for developing reading fluency.



9. Give examples of types of practice opportunities for developing reading fluency.



10. Define and describe the problem-solution cycle.



11. Discuss the steps of implementing a pilot program for word recognition.



12. Understand how to support and expand school-wide word recognition programs.

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

1. Teaching Word Patterns
   1. Preview
      1. Poem by Dr. Richard N. Krough
      2. English - a derivational language
      3. English spellings
      4. Lesson: To learn about different word recognition strategies, sequencing instruction, selecting examples, and letter patterns in words
      
      
   2. Teaching Word Patterns
      1. National Reading Panel
      2. On-line academy series
      
      
   3. Goals and Objectives - At the end of this lesson you should be able to:
      1. Understand how phonics fits into reading programs
      2. Discuss teaching word patterns, which require different word recognition strategies
      3. Understand how readers identify words
      4. Understand how to sequence instruction, as well as how to select examples
      5. Describe letter and word patterns
      
      
   4. Strategies for Word Recognition
      1. Basic decoding
      2. Advanced decoding
      3. Retrieving sight words from memory
      4. Analogizing words
      5. Predicting words
      
      
   5. Sequence of Instruction
      1. Teach preskills of a strategy before the strategy itself
      2. Teach letter combinations and word parts that are consistent before teaching exceptions
      3. Teach high utility information and skills before low utility information and skills
      4. Teach easier skills before harder skills
      5. Teach easily confused information or strategies at different times
      
      
   6. Selecting Examples for Instruction
      1. Examples for introducing a new element
      2. Examples for discrimination practice
      3. Examples for general practice and for increasing fluency
      
      
   7. Letter Patterns and Word Patterns
      1. Common graphemes for /A/ sound
      2. Less common graphemes for /A/ sound
      3. Vowel combinations
      4. Vowel combinations with two or more sounds
      5. Consonant controlled
      6. Consonant combinations
      7. Phonograms and rimes
      8. Word patterns
      
      
   8. Review
      1. Importance of teaching phonics
      2. Different strategies that are used to identify words
      3. How to sequence instruction
      4. How to select examples for instruction
      5. Different letter and word patterns
      
      
   
   
2. Conquering Multisyllabic Words
   1. Preview
      1. Reading passage with missing words
      2. Richness of English language; complex spellings and words
      
      
   2. Goals and Purpose of Lesson - At the end of this lesson you should be able to
      1. Understand the explicit and systematic instructional methods that have been shown to be most effective for helping individuals with reading disabilities learn to conquer unknown and multisyllabic words.
      2. Understand the recommended lesson parts and the important aspects of an effective lesson sequence
      3. Describe how the different lesson formats and presentation components can be used to teach phonetic elements
      4. Teach the preskills and strategies needed to approach unknown multisyllabic words.
      
      
   3. The Parts of a Lesson
      1. Lesson sequence
      2. Instructional presentation components
      3. Lesson/instructional formats
      
      
   4. Instructional Formats
      1. Introducing sight word elements
      2. Perceptual enhancers
      3. Discrimination format
      4. Sounding out short regular words
      5. Faded assistance
      6. Blending sounds into words
      7. Introducing graphemes in words
      8. Sound writing and word building
      9. Rule teaching
      10. Student decoding strategy for short words
      
      
   5. Multisyllabic Word Reading Strategies
      1. Overt multisyllabic word reading strategy
      2. Covert multisyllabic word reading strategy
      
      
   6. Review and Preview
      1. Review
      2. Preview
      
      
   
   
3. Developing Reading Fluency
   1. Preview
      1. More reading = greater fluency
      2. Greater fluency = greater ease with reading
      3. Greater ease with reading = more reading
      
      
   2. Developing Reading Fluency
      1. Student reads without fluency
      2. Relationship between reading fluency and reading comprehension
      
      
   3. Purpose and Goals - At the end of the lesson you should be able to:
      1. Understand the critical aspects of effective reading fluency development
      2. Discuss the types of practice opportunities most effective for developing reading fluency
      3. Select and set up effective systems for providing different types of reading fluency practice
      
      
   4. Critical Attributes of Reading Fluency
      1. Automaticity
      2. Prosody
      
      
   5. Effective Practice Methods
      1. Reflective planning questions
      2. General guidelines for repeated readings
      3. Guided oral repeated reading methods
      4. Errors, feedback, and corrections
      
      
   6. Effective Reading Fluency Programs
      1. High engagement of the student
      2. Sufficient frequency and amount of practice
      3. Appropriate practice configurations, methods, and materials
      4. High quality feedback
      5. Continuous monitoring of student progress
      
      
   7. Review and Preview
      1. Review
      2. Preview
      
      
   
   
4. Developing School-wide Reading Fluency Programs
   1. Preview
      1. Preparing general and special educators
      2. Effectiveness of inclusive reading instruction
      3. Lesson: Provides one model of the change process and examples of the actions that were taken by various schools to develop school-wide programs at the upper elementary and secondary school levels
      
      
   2. Purpose and Goals - At the end of this lesson you should be able to:
      1. Understand the change process and how it applies to program change
      2. Build the types of intensive word recognition programs that have been shown to be most effective for individuals with or at-risk for reading disabilities
      3. Discuss the necessary steps for and benefits from the implementation of pilot programs
      4. Develop and support high quality, school-wide word recognition programs shown to be most powerful for individuals with learning disabilities and other readers who struggle
      
      
   3. The Change Process - Problem-Solution Cycle
      1. Identify an area of need
      2. Collect data to pinpoint greatest areas of need
      3. Identify research-based interventions and begin planning implementation
      4. Implement intervention
      5. Collect further data
      6. Begin problem-solution cycle again
      
      
   4. Implementing a Pilot Program
      1. Identifying areas of need
      2. Collecting data
      3. Dividing class into groups, based on needs
      4. Selecting interventions
      5. Developing intervention systems
      6. Implementing the program
      
      
   5. Expanding and Supporting School-wide Word Recognition Programs
      1. Factors that will make or break a program
      2. Early intervention word recognition programs
      
      
   6. Review
      1. Becoming a proficient teacher of reading
      2. Long term benefits to your student