MCCCD Program Description

Reading Instructional Practices, Interventions, and Assessments - Birth through Adolescence

Course: EEP413

First Term: 2023 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S- Standard

Description: Overview of instructional practices, interventions, and assessments associated with reading instruction and the systematic teaching of phonics to children from birth through adolescence. Includes historical methods and current research in reading; research-based instructional practices; research based assessments and possible interventions; support provided by Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI). Focus on reading disabilities (dyslexia) and laws associated with reading disabilities for children from birth through adolescence.

MCCCD Official Course Competencies
1. Assess national and state literacy standards that guide the instruction of reading for children from birth through adolescence. (I) 2. Trace the history of the methods used for teaching reading for children from birth through adolescence. (II) 3. Analyze current theories and instructional approaches for teaching reading for children from birth through adolescence, including research based systematic phonics and phonemic instruction. (III) 4. Analyze the stages and characteristics of developmental reading levels and reading materials for children from birth through adolescence. (IV) 5. Critique instructional techniques that focus on developing strategies for building vocabulary for children from birth through adolescence. (V) 6. Critique instructional techniques that focus on developing reading strategies for comprehension of various text patterns for children from birth through adolescence. (V) 7. Critique instructional techniques that focus on developing reading fluency for children from birth through adolescence. (V) 8. Critique instructional techniques that focus upon developing strategies for building independence in reading for children from birth through adolescence. (VI) 9. Evaluate the findings of current research on the methods and pedagogy in teaching reading and writing for children from birth through adolescence. (VII) 10. Examine the reading and writing connection involved in developing literacy skills for children from birth through adolescence. (VIII) 11. Design effective reading interventions for a variety of reading concerns across grade levels for children from birth through adolescence. (IX) 12. Use intervention data in decisions regarding special education referral and review for children from birth through adolescence. (IX) 13. Evaluate how the Multi-Tiered Systems of Supports (MTSS)/Response to Intervention (RTI) model enables educators to respond to differences in reading skills for children from birth through adolescence. (IX) 14. Examine reading disabilities, including dyslexia, and the laws pertaining to children with reading disabilities (Federal and State) from birth through adolescence. (X) 15. Analyze continuous classroom assessment techniques to monitor and improve instruction to meet the needs of children from birth through adolescence. (XI) 16. Create research-based assessments for a variety of purposes in schools, including screening, diagnostic, progress monitoring, adapting interventions, and outcome evaluation for children from birth through adolescence. (XI) 17. Communicate assessment and intervention results to a variety of stakeholders through writing, conversation, and the presentation of graphic data. (XI) 18. Implement a plan to conduct reading assessment for children from birth through adolescence, analyze the assessment results, and plan for future instruction. (XI) 19. Summarize field experiences working with children in birth-5 and K-3 early childhood settings. (XII)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Literacy standards A. National B. State II. Literacy history A. Language history B. Reading history C. Reading teaching methods history III. Reading instruction theory A. Approaches B. Methods C. Application 1. Considerations 2. Results IV. Reading levels and reading materials A. Characteristics of emergent and fluent readers B. Characteristics of leveled reading texts V. Methods of reading instruction in pre-K and primary grades A. Emergent language and literacy B. Shared reading C. Guided practice D. Writing E. Phonemic awareness F. Phonics and word recognition skills G. Basic sight vocabulary VI. Instructional techniques A. Emergent language and literacy B. Comprehension C. Spelling D. Vocabulary E. Multi-sensory activity incorporation F. Reading fluency G. Independence development H. Print concepts VII. Research on reading and writing instruction A. National research findings B. Research utilization VIII. Reading and writing connection in literacy skills A. Development of foundational skills B. Reciprocal benefits C. Instruction design IX. Interventions A. Early intervention B. Strategies C. Data to guide instruction D. Data to inform special education referral/review E. Multi-Tiered Systems of Supports (MTSS) F. Response to Intervention (RTI) X. Reading disabilities A. Federal laws B. State laws C. Dyslexia XI. Diagnostic assessment methods and models A. Primary grades assessment methods B. Intermediate grades assessment methods C. Communication of results to stakeholders XII. Field experiences A. Classroom observation B. Classroom participation/teaching C. Classroom reading assessment and plan D. Reflection

MCCCD Governing Board Approval Date: August 23, 2022

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.