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SPED 4275: Teaching Reading to Elementary Learners with Special Needs

Additional Resources

Additional Required Readings (found on Canvas)

Baker, Santoro, L., Ware, S., Cuéllar, D., Oldham, A., Cuticelli, M., Coyne, M. D., Loftus-Rattan, S., & McCoach, B. (2015). Understanding and implementing the Common Core vocabulary standards in kindergartenTeaching Exceptional Children47(5), 264–271.

Block, C. C., Parris, S. R., Reed, K. L., Whitely, C. S., & Cleveland, M. D. (2009). Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101, 262-281.

Board of Trustees of the Leland Stanford Junior University. (2017). EdTPA Support Guide for Success. Making good choices: A support guide for edTPA candidates.

Cahill, M.A. & Gregory, A. E. (2011). Putting the fun back into fluency instruction. The Reading Teacher, 65(2), 127-131.

Caruana, V. Accessing the Common Core Standards for Students with Learning Disabilities: Strategies for writing standards-based IEP goals. Preventing School Failure, 59(4), 237-243.

edTPA Task 2 Rubric

edTPA. Elementary literacy: Understanding rubric level progressions for Task 2, (pp. 15-26)

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Wilows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393-447.

Ehri, L. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167-188.

Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next generation approach to multilevel prevention. Exceptional Children, 78, 263-279.

Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.

Gesel, S., LeJeune, L. M., & Lemons, C. J. (2021). Teaching phonological awareness to preschoolers with Down Syndrome: Boosting reading readinessYoung Exceptional Children24(1), 39–51.

Knight-McKenna, M. (2008). Syllable types: A strategy for reading multisyllabic words. Teaching Exceptional Children, 40(3), 18-24.

Kretlow, A. G., & Blatz, S. L. (2011). The ABCs of evidence-based practice for teachers. Teaching Exceptional Children, 43(5), 8-19.

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . Ziegler, D. (2017). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.

Mesmer, H. A. & Griffith, P. L. (2005). Everybody’s selling it: But just what is explicit, systematic phonics instruction? International Reading Association. (pp. 366-376).

Pullen, P. C., Tuckwiller, E. D., Ashworth, K., Lovelace, S. P., & Cash, D. (2011). Implementing intensive vocabulary instruction for students as risk for reading disability. Learning Disabilities Research & Practice, 26, 145-157.

Riccomini, P., Morano, S., & Hughes, C. (2017). Big ideas in special education: Specially designed instruction, High-Leverage Practices, explicit instruction, and intensive instruction. TEACHING Exceptional Children50(1), 20–27.

Rupley, W. H., Blair, T. R., & Nichols, W.D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25, 125-138. Current Practice Alert – Phonological Awareness Current Practice Alert – Phonics Current Practice Alert – Fluency Current Practice Alert – Vocabulary Current Practice Alert – Comprehension

Wilson, J. K. (2012). Brisk and effective fluency instruction for small groups. Intervention in School and Clinic. 47(3), 152-157.