红领巾瓜报

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.  Source,

The Dyslexia Task Force Committee recommendation states candidates for K-6 teaching licenses, English Language Arts endorsements, reading specialist teaching licenses, and special education teaching licenses pass an examination of their knowledge of the science of reading.

* Learn more about this program: Elementary Education

 

* Learn more about this program: Early Childhood Unified

* Learn more about this program: Teacher Apprentice Program鈩�

Testing specific to knowledge of the science of reading at the licensure level will begin in August 2024 pending Kansas State Department of Education (KSDE) approval of an exam/assessment requirement.

* Learn more about this program: English 6-12

Testing specific to knowledge of the science of reading at the licensure level will begin in August 2024 pending Kansas State Department of Education (KSDE) approval of an exam/assessment requirement.

Learn more about these programs:

* High Incidence Special Education

* High Incidence Alternative Licensure

* Learn more about this program: Reading Specialist Pre-K-12

红领巾瓜报 has invested funding to support faculty members to regularly attend professional conferences and engage in professional study on dyslexia and related reading disorders and include content from the National Reading Panel report, the International Literacy Association, and the Council for Exceptional Children. Faculty have also completed professional readings including works such as Kilpatrick鈥檚 Essentials of Assessing, Preventing, and Overcoming Reading Difficulties and Essentials of Dyslexia. Faculty have utilized this professional learning and have engaged students in expanded conversations on these concepts.

In addition, several faculty members have completed the Language Essentials for Teachers of Reading and Spelling (LETRS) professional development and facilitator trainings. The LETRS program, which is an International Dyslexia Association鈥檚 accredited program, is designed to strengthen approaches of the fundamentals of reading instruction鈥攑honological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.

 

The 红领巾瓜报 faculty have conducted planning sessions for the implementation of the science of reading into curricular and program enhancements based on professional expertise and insights gained in the aforementioned professional engagement activities.

 

Additionally, faculty have conducted on-going research and scholarship centering on dyslexia and the science of reading.

Faculty at 红领巾瓜报 regularly review courses for the targeted teacher preparation programs (Elementary Education, English/Language Arts 6-12, High Incidence Special Education, and Reading Specialist) regarding dyslexia and the Science of reading. These reviews are focused on ensuring the current elements of dyslexia instruction embedded in each course and program meet the Knowledge and Practice Standards for Teachers of Reading as determined by the International Dyslexia Association (IDA) as well as add any additional curricular elements related to dyslexia instruction needed. These reviews also focus on the central beliefs from structured literacy, and ensuring all components are introduced and fully applied in each of the above-named programs.

These regular reviews also allow faculty in the targeted programs to review course syllabi and ensure they are in alignment to the IDA standards as well as focusing on central teaching principles: explicit instruction, diagnostic teaching, being systemic and cumulative 鈥� and these six elements: phonology, sound-symbol, syllables, morphology, syntax, and semantics.

This commitment extends to the on-going cycle of improvement which is core to the programs in higher education and an expectation of our accreditation standards.

In addition to revising course syllabi to ensure alignment to the IDA Standards, courses are reviewed and revised to ensure inclusion of Science of reading and dyslexia focused activities, resources, and experiences. Each of the targeted teacher preparation programs include courses with this content.  Programs of study for the various majors include literacy courses, each of which have been aligned to the dyslexia standards. For example, the Reading Specialist program, a rigorous 18-hour graduate level (endorsement) program incorporates research-based practices for diverse reading profiles, including dyslexia, through program planning to promote literacy development; assessment; and structured literacy instruction. At the undergraduate level, the Elementary Education program includes 3 courses specific to developing candidates鈥� knowledge of literacy assessment, acquisition, and development in typical and atypical learners.

 

 

 

2021

• All tools and related assessments for the WSU programs detailed in the KSDE Science of Reading Assurance report have been fully implemented.
• Updated the Graduate Certificate in Literacy to align with standards from the International Dyslexia Association and the new Kansas reading specialist standards.
• Established the college dyslexia webpage detailing actions taken to align with the task force鈥檚 recommendations and related assessment results as reported under the individual program tabs.
• WSU faculty provided two training sessions on dyslexia to participating P-12 educators at the Kansas Literacy Through the Arts Conference September 2, 2021, in Wichita.