COURSE SYLLABUS

READING AND WRITING INSTRUCTION IN SPECIAL EDUCATION

1	Course Title:	READING AND WRITING INSTRUCTION IN SPECIAL EDUCATION
2	Course Code:	ÖZE2305-BH
3	Type of Course:	Compulsory
4	Level of Course:	Second Cycle
5	Year of Study:	0
6	Semester:	0
7	ECTS Credits Allocated:	4
8	Theoretical (hour/week):	3
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Dr. Ögr. Üyesi MUSTAFA KURT
16	Course Lecturers:
17	Contactinformation of the Course Coordinator:	mustafakurt@uludag.edu.tr
18	Website:
19	Objective of the Course:	Definition and structure of reading and writing; evaluation of literacy skills of students with special needs; reading preparation skills; letter teaching stage; syllable teaching stage, text reading stage, reading fluency
20	Contribution of the Course to Professional Development	Students who take this course will gain knowledge and skills in teaching reading and writing to students with special needs, individualization of teaching and designing literacy teaching according to the direct instruction model, which is an evidence-based teaching practice.

Learning Outcomes:

1	To be able to evaluate literacy skills;
2	Learning reading preparation skills, structure and characteristics;
3	To be able to design letter teaching;
4	To be able to design syllable teaching;
5	To be able to design text reading instruction;
6	To be able to design instruction to increase reading fluency;

22	Course Content:

Week	Theoretical	Practical
1	Teaching reading and writing; structure and basic principles
2	Evaluation of literacy skills
3	Literacy preparation skills
4	Letter teaching
5	Letter teaching
6	Letter teaching
7	Syllable teaching
8	Syllable teaching
9	Syllable teaching
10	Text reading
11	Text reading
12	Reading fluency
13	Reading fluency
14	Reading fluency

23	Textbooks, References and/or Other Materials:	Engelmann, S & Carnine, D. (1982). Thory of istruction: Principles and aplications. Irvington Publishers. Kameenui, E. J. & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Merill Publishing Company Carnine, D. W., Silbert, J., Kame’enui, E., & Tarver, S. G. (2010). Direct instruction reading. Merrill. Patching, W., Kameenui, E. J., Carnine, D., Gersten, R. M., & Colvin, G. (1983). Direct instruction in critical reading skills. Reading Research Quarterly, 18(4), 406–18. https://doi.org/10.2307/747376 Kame’enui, E., Carnine, D. W., Dixon, R. C., Simmons D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd Editio). Merill/Prentice Hall. Gunning, T. G.(2014). Assessing & correcting reading and writing difficulties: A Student-centered approach.Pearson Schumm, J. S. (2006). Reading aassessment and instruction for all learner. The Guilford Press
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	40
Quiz	0	0
Homeworks, Performances	0	0
Final Exam	1	60
Total	2	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course	Assessment methods may include classical test(s), multiple-choice test(s), homework(s), performance evaluation(s), and product evaluation(s).
Information

ECTS / WORK LOAD TABLE

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High