KUTZTOWN UNIVERSITY

Department of Special Education

SPU 317 – Intensive Reading Writing and Mathematics Intervention Approaches

I. Course Description:
This course presents an in-depth study in the teaching of reading, math, and written expression to students with disabilities. The course will present formal and informal assessments tools used to design effective individualized intervention. A variety of intensive teaching and learning strategies and resources will be used to address specific targeted skill needs. These strategies and resources will be integrated into daily instructional plans and/or used as a replacement academic resource. An emphasis on instructional tools, guidelines for instruction, organizational and teaching strategies, remedial methods and techniques for the child with a disability in preschool through secondary education will be introduced in this course. 3 s.h. 3 c.h. Prerequisite: SPU316.

II. Course Rationale:

This course is significantly important to the professional development of pre-service special teacher teachers in order for them to provide data-driven intensive interventions in reading, math, and written expression for students with disabilities. Pre-service teachers must be cognizant of content area subjects, formal and informal assessments, and specialized instructional interventions for promoting academic proficiency across the curriculum. Additionally, teacher candidates must understand the importance of explicit and systematic instructional strategies for students with disabilities.

III. Course Objectives/Student Learning Outcomes:

By the end of this course, the student will achieve the following:

Objectives / Standard
KU Concept / PDE / CEC / INTASC
  1. Conduct ongoing formative assessment of students, which is informal, and often daily to obtain information on student progress under current instructional practices.
/ I.3
II.1 / III.A1
III.N/R / CC7S4
CC8S8 / 1a
6c, r
8b
  1. Apply assessment skills, extensive practice, and the application of assessment results to design effective individualized interventions that are essential literary skills.
/ I.3
II.1 / III.A1-5
IV.A4
IV.D1a, d / CC8S2,5-6 / 1a
6g, l
7d, l
  1. Design and test the effectiveness of interventions to determine appropriateness.
/ I.3
II.1, 2 / II.B4
IV.D6g / CC8S8 / 6c, t
7f, l
  1. Use strategies from multiple instructional approaches for individuals with disabilities.
/ I. / IV.A2 / GC4S2 / 2d, g
  1. Identify and use specialized resources in order to implement specially designed instruction for individuals with disabilities.
/ I. / IV.A3 / GC7S2 / 2f
7b
  1. Use evidence-based methods for academic and non-academic instruction of individuals with disabilities.
/ I.
II.1, 3 / IV.A4 / GC4S1 / 7k
  1. Recommend and use evidence-based practices validated for specific characteristics of learners and settings.
/ I.1,3 / IV.A6 / GC7S3 / 2g
7a,k
  1. Apply prevention and intervention strategies for individuals at-risk for academic or behavioral failure.
/ I. / IV.A7 / GC4K4 / 1b,d
  1. Identify and implement differentiated instructional strategies through the use of matching appropriate strategies to student characteristics, integrating student initiated learning opportunities and experiences into ongoing instruction, e.g., universally designed approaches.
/ I.3 / IV.A10 / CC4S3
GC4K5
GC7S2 / 5s
7b,j
8a,l
  1. Use appropriate methods to teach mathematics for individuals with disabilities.
/ I. / IV.A15 / GC4S5 / 1b
2h
8a
  1. Implement methods for increasing accuracy and proficiency in basic mathematic and literacy skill development for students with disabilities.
/ I. / IV.A16 / GC4K6 / 4h
  1. Implement explicit and systematic instruction to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading.
/ I. / IV.A17 / GC4S14, 16 / 4n
5h
7c
8h
  1. Identify resources and techniques used across all transition points to allow for the effective transition of individuals with disabilities.
/ I.3
II.1, 3 / IV.A18 / CC4S6
GC4S8 / 2h
5c
7b,m
  1. Identify and teach common instructional features within and across curricula.
/ I.
II.3 / IV.A19 / CC4S4
GC4S10 / 1b
8h
  1. Use and teach instructional methods to strengthen and compensate for weaknesses in perception, comprehension, memory, and retrieval.
/ I. / IV.A20 / GC4S11 / 1d
4a
7j
  1. Identify and teach essential concepts, vocabulary, and content across the general curriculum.
/ I.
II.3 / IV.A21 / GC4S13 / 4h, r
  1. Teach strategies for organizing and composing written products.
/ I. / IV.A22 / GC4S15 / 8h

IV. Assessment:
Assessment of each teacher candidate’s level of accomplishment with reference to the course objectives will be based upon a subset of the following:

Reflective journal

Objective tests

Writing assignments

Group and individual presentations

Midterm examination

Active participation in class and in discussions

Final examination

V. Course Outline

  1. FOUNDATIONS OF TEACHING.

1)Creating Responsive Learning Environments

2)Students at risk for school failure

3)Students with individualized educational programs

4)Program factors and LRE

5)Inclusion movement

6)Student supports: preferral and special education

  1. Planning and Organizing Instruction

1)Classroom physical arrangement

2)Instructional physical arrangement

3)Instructional scheduling

  1. Assessing Students for Instruction

1)Response to intervention

2)Progress monitoring at risk students

3)Progress monitoring students with IEPs

4)Data-based instructional decision making

5)Assessment accommodations

  1. Teaching Students and Managing Instruction

1)Student supports in general education classrooms

2)Student supports in supplemental and full-time special education classrooms

3)Selecting intensive interventions

4)Supplemental or replacement curriculum and instruction

  1. TEACHING ACADEMIC SKILLS
  1. Assessing and Teaching Reading
  2. Assessment of reading skills
  3. Developmental reading approaches
  4. Remedial reading programs and methods
  5. Intensive reading interventions

i. Reading Mastery Plus

  1. LIPS (Lindamood-Bell Phoneme Sequencing Program)
  2. Soar to Success
  3. Corrective Reading
  4. Scholastic: Read 180
  5. Kaleidoscope Intervention Program
  6. Edmark Reading Program
  7. Reading Milestones
  8. Wilson Reading System

e. Computer software programs in reading

  1. Earobics
  2. Read, Write, and Type
  3. Read Naturally
  4. FASTForWord
  5. Imagination Station

2. Assessing and Teaching Spelling

a. Assessment of spelling skills

b. Intensive spelling interventions

i. DOLCH/FRY lists

ii. Spelling Smart

iii. Instant Spelling Words for Writing

iv. Spellex Reference Books

v. Spelling Mastery

vi. Stetson Spelling Program

c. Computer software programs in spelling

i. Show Me Spelling Software

ii. Spell Well Software

iii. Spelling Power

  1. Quick-Word

3. Assessing and Teaching Handwriting and Written Expression

a. Assessment of handwriting and written expression

b. Intensive handwriting intervention programs

  1. Handwriting Without Tears

c. Intensive written expression interventions

  1. Correcting Reading and Writing with Vocabulary

ii. WRITE!

iii. Academic Workout Series

iv. Language Skills Series

v. Spotlight Program

vi. I CAN WRITE

vii. Reasoning and Writing

viii. Step Up to Writing

d. Computer software programs in written expression

i. Write On!

ii. Kurzweil Educational System

4. Assessing and Teaching Mathematics

a. Assessment of math skills

b. Developmental math approaches

c. Intensive math interventions

i. Strategic Steps to Math Success

ii. STEP-BY-STEP MATH Understanding and Solving Word Problems Series

iii. FIGURE IT OUT

iv. FOCUS on Math Series

v. Strategic Steps to Math Success

vi. Saxon Math

  1. Cognitive Math
  2. Understanding Mathematics

d. Computer software programs in math

  1. MATH FactMaster Online
  2. Mathematics Navigator
  3. Ramp Up Mathematics
  4. Cognitive Tutor
  5. HighPoints (iCoach) Math
  6. Kaplan Achievement Planner

Teaching Learning Strategies, Content, and Study Skills

Learning strategies, content instruction, and study skills

Commercial learning strategies and study skills programs

Computer software programs in learning strategies and study skills

VI. Instructional Resources

Reading:

Bursuck, W. D. & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Allyn and Bacon: Boston, MA.

Gunning, T. G. (2006). Assessing and correcting reading and writing difficulties. Allyn and Bacon: Boston, MA.

Harn, B. A., Kame’enui, E. K., & Simmons, D. C. (2006). Essential features of interventions for kindergarten students most in need of accelerated learning: The nature and role of the third tier in a primary prevention model. In D. Haager, S. Vaughn, & J. Klingner (Eds.), Validated reading practices for three tiers of intervention (pp. 161–184). New York: Brookes.

Lindamood, P., & Lindamood, P. (1998). The Lindamood phoneme sequencing program for reading, spelling, and speech. Austin, TX: PRO-ED.

Lyon, G.R., Fletcher, J.M., Fuchs, L., & Chhabra, V. (2006). Learning disabilities. In E. Mash & R. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 512–591). New York: Guilford.

Simmons, D. C., Kame’enui, E. J., Harn, B., Coyne, M. D., Stoolmiller, M., Edwards, L. L., et al. (2007). Attributes of effective and efficient kindergarten reading intervention: An examination of instructional time and design of instruction specificity. Journal of Learning Disabilities, 40, 331-347.

Simmons, D. C., Kame’enui, E. J., Stoolmiller, M., Coyne, M. D., & Harn, B. (2003). Accelerating growth and maintaining proficiency: A two-year interventionstudy of kindergarten and first grade students at risk for reading difficulties. In B. R. Foorman (Ed.), Preventing and remediating reading difficulties:

Bringing science to scale (pp. 197–228). Timonium, MD: York Press.

Math:

Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97, 493-513.

Maccini, P., Mulcahy, C. A., & Wilson, M. G. (2007). A follow-up study of mathematics interventions for secondary students with learning disabilities.Learning Disabilities Research and Practice, 22, 58-74.

Miller, S. P., & Hudson, P J. (2007). Using evidence-based practices to build mathematics competence related to conceptual, procedural, and declarative knowledge. Learning Disabilities Research and Practice, 22, 47-57.

Montague, M. (2007). Self-regulation and mathematics instruction. Learning Disabilities Research and Practice, 22, 75-83.

Sherman, H. J., Richardson, L. I., & Yard, G. J. (2004). Teaching Children Who Struggle with Mathematics: A Systematic Approach to Analysis and Correction. Allyn & Bacon: Boston, MA

Handwriting and Written Expression:

Graham, S. & Harris, K. R. (2006). Preventing writing difficulties: Providing additional handwritingand spelling instruction to at-risk children in first grade.Teaching Exceptional Children, 38(5), 64-66.

Rosenblum, S. & Livneh-Zirinski, M. (2008). Handwriting process and product characteristics of children diagnosed with developmental coordination disorder.Human Movement Science, 27 (2), 200-214.

Revised 6/2012