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TEAS 4005/5005/6005 Syllabus

Course Syllabus

TEAS 4005/5005/6005 - Reading Methods Across the Curriculum

3 Credit Hours

Course Information

Course Description:

This course is designed to inform teachers about reading disorders, reading remediation and reading in the Least Restrictive Environment. Students will learn strategies designed to detect and correct these special needs. Alternative modes of instructions are a focus.

Course Outcomes:

This course is designed to assist students in:

1. Accommodate special needs in the least restrictive environment.

2. Detect and correct word recognition problems

3. Apply word identification strategies

4. Apply phonological awareness strategies

5. Apply skills to increase vocabulary development

6. Use both formal and informal means of detecting comprehensive problem

7. Apply principles of correcting listening comprehension problems

8. Apply principles of correcting oral comprehension problems

9. Distinguish between language difference and language disorders

10. Apply principles of enhancing reading fluency

11. Use both formal and informal means of detecting problems of written expression

12. Apply principles of correcting problems of written expression

13. Identifying and remediating reading disabilities

Prerequisites & Co-requisites:

A teaching license and completion of TEAS 4001 and 4003.

Course Topics:

I. Least Restrictive Environment (LRE)

   a. Inclusion, mainstreaming and the regular education initiative

   b. The continuum of service placement options

   c. No Child Left Behind Act (PL 107-110, 2001)

   d. Free Appropriate Public Education (FAPE) versus Free Inclusive Public Education (FIPE)

II. Word Recognition Skills

   a. Early recognition skills

   b. Specific Word Recognition Skills

   c. Formal detection of word recognition problems (testing)

   d. Informal detection of word recognition problems (IRI, checklists, observation)

   e. Key principles for inclusive instruction

f. Specific skills and strategies for correction: instruction must be direct, explicit, systematic and comprehensive (Foorman & Torgesen, 2001)

III. Phonological awareness


    a. the awareness of speech sounds

    b. guided opportunities for sound perception engagement

    c. sound rich environment: rhyming, chants, etc.

IV. Reading Fluency

    a. proper phrasing

    b. accuracy

    c. good expression

    d. repeated or guided reading

    e. increasing independent or recreational reading

V. Vocabulary Development

   a. Concept vocabulary 

   b. Context vocabulary

   c. Vocabulary analysis

VI. Reading Comprehension

   a. Formal detection of comprehension problems (testing)

   b. Informal detection of comprehension problems (IRI, checklists, etc.)

   c. Key principles for correcting reading comprehension: use pre-reading, in-process reading and post-reading strategies to correct comprehension problems

   d. Listening, oral reading and silent reading comprehension

   e. Learning by doing

   e. Literal, inferential, and critical comprehension in the content area

VII. Oral Communication

  a. Referral indicators: articulation, voice, and fluency

  b. Classroom accommodations

  c. supplemental corrective therapy selected in consultation with the speech therapist

  d. oral language disorders

   (1) understanding and using language

   (2) sending and receiving nonverbal messages

   (3) sound substitutions

g. Speech and language pathologist consultation

VIII. Written Expression

   a. Formal detection techniques - less precise and often less valued

   b. Informal detection techniques - holistic, primary-trait, or analytic scoring 

   c. Correct with brief, structured exercises and nurture the writing process

   d. Essential skills: written expression, written grammar and writing across the curriculum

IX. Improving comprehension

   a. purposeful and explicit teaching

   b. build on vocabulary and advanced language development

   c. interactions that support the understanding of texts

   d. comprehension of narrative text e. comprehension of expository text

X. Reading Disabilities

   a. Dyslexia, dysgraphia, dyspraxia. and other disorders

   b. Reading Recovery, Reading ASSIST and other models

   c. Overcoming their disability

Specific Course Requirements:

This course will be completed online; therefore, it is necessary that the student have access to the Internet frequently for extended periods of time. In addition, the student needs to have basic computer skills including the ability to browse internet sites, create documents in a word processing program, and upload and download files. Specific course assignments are listed under assignments and participation.

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."

Supplementary Materials:
Hardware and Software Requirements:

Minimum hardware requirements can be found here.

Minimum software requirements can be found here.

Common applications you might need:

Web Resources:

Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)

The Writing Center Online Writer's Handbook

Student Resources:
  • Technical support information can be found on the TN eCampus Help Desk page.
  • Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
  • Information on other student issues or concerns can be located on the TN eCampus Student Resources page.

Instructor Information

Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.

Participation, Assessments, & Grading

Testing Procedures:


Grading Procedures:

Work will be graded on the successful completion of the assigned course requirements. These assignments need to be submitted within the designated time frame. In addition, students will need to respond to discussion questions on a weekly basis.

Grading Scale:




Assignments and Projects:

1. Assigned readings from the textbook and refereed professional journals to supplement the textbook.

2. Create a PowerPoint presentation of the appropriate implementation of a problem detection technique as well as the most appropriate strategy for correcting the problem. DUE the 3rd week.

3. Create a Case Study of one student who has a reading disability. Describe the student's condition in detail. Explain who is involved in the decision to seek assistance if necessary. What measures should be used to identify the severity of the disability? Are there steps of treatment or is the student immediately placed in a pull-out program? How are the student's needs met in the LRE? DUE week 14.

4. Analyze two articles from professional journals of your choice on current issues in teaching literacy skills in an inclusion setting. Articles are due the 6th and 9th weeks of class.

5. Write a 4-5 page paper on struggling or reluctant readers. Use the most current APA manual. DUE the week 15th.

Class Participation:

Students must participate in all interactive aspects of the course. You are expected to communicate with the instructor as a learning resource, students must check the course bulletin board frequently for announcements, and students must actively participate in threaded discussions.

Late Policy:

Course Ground Rules

The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:


Read the document in its entirety here.

1. Standards of Conduct:

  • Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.

2. Review the TN eCampus Academic Integrity/Academic Honesty Policy:

  • In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.

Such conduct includes, but is not limited to:

  • an attempt by one or more students to use unauthorized information in the taking of an exam
  • to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
  • or to knowingly assist another student in obtaining or using unauthorized materials.

Plagiarism, cheating, and other forms of academic dishonesty are prohibited.

Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution.  Refer to the student handbook provided by your home institution to review the student conduct policy.

In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.

Other Course Rules:

Students are expected to:

  • Participate in all aspects of the course
  • Communicate with other students
  • Learn how to navigate in Brightspace
  • Keep abreast of course announcements
  • Use the assigned course management (Brightspace) email address rather than a personal email address
  • Address technical problems immediately:
  • Observe course netiquette at all times.

Guidelines for Communications


  • Always include a subject line.
  • Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
  • Use standard fonts.
  • Do not send large attachments without permission.
  • Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
  • Respect the privacy of other class members


  • Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
  • Try to maintain threads by using the "Reply" button rather starting a new topic.
  • Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
  • Be patient and read the comments of other group members thoroughly before entering your remarks.
  • Be cooperative with group leaders in completing assigned tasks.
  • Be positive and constructive in group discussions.
  • Respond in a thoughtful and timely manner.


The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.

Students with Disabilities

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

Syllabus Changes

The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.


The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.

Last Revised on May 15, 2017