EDRD612 Advanced Diagnosis and Remediation of Reading and Writing Disabilities (3 cr.)

Prerequisite(s): EDRD604  (EDRD607/608 Recommended)
Investigation of the nature, causes, and course of reading and writing disabilities across the lifespan, including frequently co-occurring conditions that impact literacy acquisition, is the focus of this course. Topics include (1) design and/or evaluation of assessment tools and; (2) individual diagnosis and case study development; and (3) implications of Response to Treatment (RTI) for early intervention and remediation of literacy disabilities across the lifespan.

Upon completion of this course, students are expected to be able to do the following:

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(7) coach teachers as they identify, monitor, and respond to student progress in relation to developmental benchmarks and with attention to variations related to cultural and linguistic diversity with heightened awareness to the needs of struggling readers.

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) provide support and coaching for teachers as they implement literacy frameworks that promote instruction which is appropriate to varying developmental levels, proficiencies, and linguistic backgrounds.
(2) support and coach teachers as they implement a variety of grouping strategies including individual, small group and whole group reading instruction.
(3) facilitate the development, selection, implementation, and evaluation of curriculum (e.g. instructional practices, approaches and methods) consistent with building/district frameworks.
(4) support and coach teachers in the design of effective reading lessons using various instructional practices, approaches, methods and materials in text and multimedia formats that promote the development of the major components of reading within the reading classroom and across the content areas.
(5) provide leadership to ensure that district/school curriculum/standards are consistent with Minnesota’s Academic Standards in Language Arts/Reading.

RLC. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the relationship of school, district, state, and national literacy initiatives and their accountability requirements.
(2) provide leadership and guidance in the development of effective school assessment plans.
(3) provide professional development on the proper use and interpretation of various assessment tools.
(4) provide support and professional development to school and district personnel on the appropriate interpretations of selected assessment tools.
(5) use multiple measures of data for the purpose of progress monitoring, program evaluation, and instructional effectiveness.
(7) provide leadership in designing and sustaining effective instructional assessment models for meeting the needs of those at different cognitive and developmental stages and those from different cultural and linguistic backgrounds.
(8) provide professional development in understanding how the structure of written language, including orthography, morphology, phonology, semantics, and syntax, relates to reading instruction for students with special reading needs.
(9) revise instructional programs based on data to address student needs and proficiencies.
(10) provide leadership in data-driven, shared decision-making processes on the type and intensity of intervention models.
(12) communicate results of assessments to student, parents, caregivers, colleagues, administrators, policymakers, policy officials, and communities.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.

(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural, or linguistic backgrounds.

(7) support and coach teachers as they use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(10) strategically secure and place human resources to accomplish literacy initiatives.