EDSP 691
Emergent Literacy for Students with Complex Language and Learning Needs
1. Catalog Entry
EDSP 691
Emergent Literacy for Students with Complex Language and Learning Needs
Credit hours (3)
This course provides an understanding of the development of emergent and early literacy in developmentally-typical learners and learners with complex language and learning needs, the inter-relationship of language and literacy development, and the strategies for promoting emergent literacy for students with complex needs.
2. Detailed Description of Course
This course provides an understanding of the development of emergent and early literacy in developmentally-typical learners and learners with complex language and learning needs, and the inter-relationship of language and literacy development. Emphasis will be on identifying effective research-based strategies for promoting and enhancing emergent literacy and early reading and writing skills for children and youth with language and intellectual disabilities and English language learners with disabilities. A field experience is required; course participants must identify an appropriate target student with complex language and learning needs who is currently at an emergent or early literacy level. Course participants will engage in observation and assessment activities with that student and family during the first half of the course. Final product includes the development of a literacy development plan for the student.
This is an entry-level course in the Special Education, Adapted Curriculum course sequence. Goals, objectives, and assignments in this course address CAEP Standard 1 (Content and Pedagogical Knowledge): 1.1 and 1.3, the Council for Exceptional Children (CEC) Knowledge and Skill Standards, the Virginia Department of Education teacher licensure competencies in Professional Education, the CEC Initial Special Education Individualized Independence Curriculum Specialty Set and the VDOE endorsement competencies in Special Education, Adapted Curriculum K-12. The course is designed to help prepare prospective teachers of students with significant support needs with the skills and knowledge necessary to plan and implement literacy programs and to develop best practices in reading and writing instruction for K-12 students with severe disabilities who need an individualized, adapted approach to the general education curriculum. Applied use of assistive technology will be integrated within the course.
Course Topics:
1) Development of early and emergent literacy in typical learners and learners
with complex needs
2) Seeing all children as readers
3) Assessment strategies/resources for typical learners at the emergent/early
literacy levels
4) Using the Literacy Assessment Framework with learners with complex needs
5) Creating Rich Literacy Learning Environments for All Students
6) The interplay of literacy instruction, communication and experience for typical
learners
7) The interplay of literacy instruction, communication and experience for students
with complex language and learning
needs
8) How to enhance access and engagement with a range of literature including fiction,
non-fiction and content area texts
9) Enhancing written communication
10) Teaching key reading skills: Word recognition, fluency, comprehension, vocabulary
11) Planning and organizing literacy instruction
12) Researching evidence-based instructional strategies tied to student need
13) Assistive Technology in literacy assessment, instruction and data collection
14) How to create and/or find easy-to-read accessible books
3. Detailed Description of Conduct of Course
Learning activities include the following:
1) Class lecture and discussion
2) Small group activities and assignments
3) Video and other media supports
4) Research and presentation activities
5) Electronic supplements and activities and discussions
Class sessions will be a combination of synchronous, video-conferenced, multipoint
interactive sessions and asynchronous online learning modules.
4. Goals and Objectives of the Course
Upon successful completion of this course, learners will be able to:
(Italics codes: CEC/EC = Council for Exceptional Children/Early Childhood; VDOE SE-ECSE
= Virginia Department of Education ECSE competencies; VDOE Pro = Virginia Department
of Education Professional Studies competencies)
1) Describe the development of language acquisition and reading and writing skills
in typically developing students and
students with complex language and learning needs. (VA Core A.1.(3); CEC ISCI1K1;
ISCI1K13; IIC1K9)
2) Demonstrate understanding and skill in the components of literacy acquisition,
including phonemic awareness,
sound/symbol relationships, explicit phonics instruction, syllables, phonemes,
morphemes, and the emergence of
decoding skills and word attack skills. (VA VA Core 2.b.(3)&(5)&(6); CEC ISCI3K2)
3) Demonstrate an understanding of how syntax and semantics interact in the construction
of meaning in literacy and its
relationship to reading comprehension. (VA Core 2.b.(3))
4) Demonstrate an understanding of the relationship of on-going assessment and
the planning and implementation of
reading instruction for students with complex language and learning needs.
(VAAC 2.a.(3)(d) &(e); CEC ISCI4S8)
5) Identify, adapt and implement a variety of early reading comprehension strategies.
(VA Core 2.b.(3); CEC ISCI5S15)
6) Identify and implement strategies and activities that foster an appreciation
of a variety of age-appropriate literature
and independent reading. (VA Core 2.b.(3); CEC ISCI5K2; ISCI5S6; IIC5S12)
7) Demonstrate knowledge of best practices and evidence-based strategies in reading
and writing instruction for students
with severe disabilities. (CEC ISCI3K1)
8) Demonstrate application of effective evidence-based strategies for teaching
reading and writing to students with
severe disabilities. (CEC ISCI5K2)
9) Adapt or modify the literacy curriculum or activities from the general education
curriculum to include learners with
severe disabilities in literacy instruction in the general education classroom.
(CEC ISCI5S13)
5. Assessment Measures
Assessment measures may include, but are not limited to, the following:
1) A performance-based assessment in the form of a literacy case study. Candidate
will describe the learner’s literacy
history and develop a comprehensive literacy plan. The plan will include development
of literacy goals, design for
instruction across the curriculum, methods for evaluating progress, and the
incorporation of assistive technology
and augmentative communication strategies and devices.
2) Papers, presentations, and discussions on application of evidence-based strategies
3) Other assignments determined by individual instructor
6. Other Course Information
None
Review and Approval
May 11, 2015