Teaching Struggling Readers: How to Use Brain-based Research to Maximize Learning by Carol Lyons, published by Heinemann, ISBN 13: 978-0-325-00435-8

Now I Get It!: Teaching Struggling Readers to Make Sense of What They Read by Joan Lazar & Christine Vogel, published by Scholastic, ISBN: 13: 978-0-545-10583-5

This course builds upon the foundation provided by the previous reading and literacy coursework included in the elementary certification program. Students will learn how to adapt literacy instruction to the needs of special needs students in individual, small group, and classroom settings.

This course is designed to address the following Special Education Mo-Step competencies: CAT2 [GC2K3, GC2K4; 2.5; CAT4 [2.4]; CAT1 [GC3K1; 4.5]; CC2 [CC4S2]; CC3 [CC4S3]; CC4 [CC4S4]; CAT1 [GC4K1]; CAT2 [GC4K3]; CAT3 [GC4K4]; CAT4 [GC4K5]; CAT5 [GC4K7, GC4S3, GC4K2; 4.4, 5.5]; CAT6 [GC4S1; 4.1, 4.3]; CAT2 [GC4S4, GC4S14, GC4S16, GC4S15]

1. Provide theoretical and pedagogical information about teaching reading as applied to special needs students.
2. Provide information about the ways societal, cultural, cognitive, psychological and physical factors affect teaching reading as applied to special needs students.
3. Encourage students to consider the teacher’s role in mitigating the effects of societal, cultural, cognitive, psychological and physical factors that impact people with disabilities.
4. Engage in and develop critical thinking strategies.
5. Experience inquiry, choice and decision making while writing papers about teaching reading to special needs students.
6. Read, discuss and apply theory and research from professional literature to teaching practice.