EDU271B

1. (Remembering Level) Describe the characteristics of dyslexia including difficulties with phonemic awareness, challenges with accurate and/or fluent word recognition, poor spelling and decoding abilities, and patterns of brain activation which make it difficult to read. Identify the regions of the brain associated with reading.(Interstate Teacher Assessment and Support Consortium (InTASC 4)(CSLO 2)
2. (Analyzing Level) Examine concepts associated with phonology, sound-symbol association, syllable instruction, morphology, syntax and semantics and their role in effective reading instruction. (InTASC 4)(CSLO 2)
3. (Analyzing Level) Analyze reading interventions designed to change brain activation patterns to build word recognition and improve reading proficiency and overall comprehension. (InTASC 6) (CSLOs 2,4)
4. (Creating Level) Plan literacy instruction which is systematic, cumulative, explicit, and diagnostic to impact reading development. (InTASC 6) (CSLOs 2,3, 4)
5. (Analyzing Level) Identify current theories and instructional approaches for intensifying reading instruction in intervention approaches to support struggling readers. (InTASC 4) (CSLOs 1,2,4)
6. (Analyzing Level) Examine the interconnection between reading and writing in the development of literary skill.(InTASC) 4) (CSLOs 2,4)
7. (Analyzing Level) Analyze instructional techniques that focus upon developing strategies for building comprehension, fluency, and independence in reading. (InTASC 4) (CSLOs 2,4)
8. (Analyzing Level) Analyze instructional reading method materials to determine if they align with research and evidence based systematic, explicit phonics instructional programs. (InTASC 4) (CSLOs 2,4)