LibGuides: SED609 v2: Module 2

Required Resources

Textbook

Improving Adolescent Literacy: Content Area Strategies at Work
Fisher, D., & Frey, N., (2020). Improving Adolescent Literacy: Content Areas Strategies at Work (5th ed.) Hoboken, NJ. Pearson Education. ISBN: X004G1HQ6V
Required: Read Chapters 2, 3, and 4
Your course textbook can be accessed via the DART eBook link in the Getting Started module.

Dyslexia

California Dyslexia Guidelines.
California Department of Education. (2019). California Dyslexia Guidelines. https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf The purpose of these guidelines is to assist regular education teachers, special education teachers, and parents in identifying, assessing, and supporting students with Dyslexia.

Required: CA Dyslexia Guidelines: Chapter 1 A Twenty-First-Century Definition of Dyslexia (pp 3-4)
CA Language Standards K – 5 (pp. 32 – 39)
CA Dyslexia Guidelines: Chapter 2 Neuroscience of Dyslexia (pp. 6 –9)
CA Dyslexia Guidelines: Chapter 3 Dyslexia as a Language-Learning Disability (pp. 9 – 13)
CA Dyslexia Guidelines: Chapter 4 Characteristics of Dyslexia by Age Group (pp. 14 – 23)
CA Dyslexia Guidelines: Chapter 5 Socioemotional Factors of Dyslexia (pp. 24 - 25)
CA Dyslexia Guidelines: Chapter 6 When the Concern May Not Be Dyslexia (pp. 26-32)
CA Dyslexia Guidelines: Chapter 8 Preservice and In Service Participation for Educators
CA Dyslexia Guidelines: Chapter 9 Screening and Assessment for Dyslexia (pp. 42 – 58)
CA Dyslexia Guidelines: Chapter 10 Special Education and 504 plans
CA Dyslexia Guidelines Chapter 12 Assistive Technology (pp. 75 - 80)
CA Dyslexia Guidelines: Chapter 13 Infromation for Parents and Guardians

A Guide to Accelerating Learner Outcomes In Literacy.
Michigan Handbook on Dyslexia: A Guide to Accelerating Learner Outcomes In Literacy. (2022 ) V. 1
https://www.michigan.gov/mde/-/media/Project/Websites/mde/Literacy/Lit-in-MI-and-Essential-Practices/MDE_Dyslexia_Handbook.pdf
Assistive Technologies to Support Students with Dyslexia
Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive Technologies to Support Students with Dyslexia
October 2018. Teaching Exceptional Children 51(4):004005991879402. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2F10.1177%2F0040059918794027
English Language Development Standards
English Language Development Standards. (2012). California Kindergarten Through Grade 12. Retrieved from https://www.cde.ca.gov/sp/ml/documents/eldstndspublication14.pdf
Why Children with Dyslexia Struggle with Writing and how to help them
Herbert, M., Kearns, D., Baker Hayes, J., Bazis, P., & Cooper, S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, Speech & Hearing Services in Schools, 49(4), 843-863.https://pubmed.ncbi.nlm.nih.gov/30458545/
What Reading Teachers Need to Know
Johnston, V. (2019). Dyslexia: What reading teachers need to know. The Reading Teacher, 73(3), 339-346.
https://research.ebsco.com/c/yi2or4/viewer/pdf/n6gk5xxtqb
The Neurobiology of Dyslexia
Kearns, D., Hancock, R., Hoeft, F., Pugh, K., & Frost, S. (2019). The Neurobiology of Dyslexia, 175-188.
https://journals.sagepub.com/doi/10.1177/0040059918820051
Difficulties in English Language Learning for Students with Dyslexia
Lama, A. (2019). Difficulties in English language learning for students with dyslexia. SEEU Review, 14(1), 196-206 https://www.researchgate.net/publication/335064945_Difficulties_in_English_Language_Learning_for_Students_with_Dyslexia
Dyslexia in Schools: Assessment and Identification
Lindstrom, J. (2019). Dyslexia in schools: Assessment and identification. Teaching Exceptional Children, 51(3), 189-200.
https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/1gmol9r/cdi_proquest_journals_2170256605

High Leverage Practices and Evidence Based Practices

High Leverage Practices for Students with Disabilities
Aceves, T. et all High Leverage Practices for Students with Disabilities 2nd ed. (2024) https://exceptionalchildren.org/store/books/high-leverage-practices-students-disabilities-2nd-edition
High Leverage and Evidence-Based Practices: A Promising Pair for all Learners.
McCray, E., Brownell, M., Kamman, M., Robinson, S., & Ceedar Center. (n.d.). High leverage and evidence-based practices: A promising pair for all learners. Reading Rockets. https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/high-leverage-and-evidence-based-practices-promising-pair
Higher Order Thinking
Thorne, A. & Thorne, G. (2009) Higher Order Thinking https://www.readingrockets.org/topics/comprehension/articles/higher-order-thinking
Universal Design Learning
Universal Design Learning https://udlguidelines.cast.org/