Introduction to Structured Multi sensory Language Foundations Year 1

Course Description:  Structured Multisensory Language Foundations (SMLF) is a two-year program designed for persons who aspire to become Certified Academic Language Therapists. Through this intensive Structured Literacy program, participants gain the knowledge, resources and experience necessary to teach students with dyslexia how to read, write and spell. Participants begin their Introductory year by attending 10 lecture/written assignment/practicum sessions meeting 8:00 a.m. – 4:00 p.m. daily. During the school year, participants complete 350 self-arranged practicum hours , attend four lecture/written assignment/practicum sessions on Saturdays, and present five demonstration lessons. The 350 practicum hours are to involve three individuals or groups with reading challenges who will receive intensive reading therapy. Work with the first individual or group should begin no later than the first of the school year and work with the second individual or group should begin after the first of the school year but no later than the second nine weeks. Work with these students should continue through the end of your Advanced year.

Hours:  350 Practicum Hours. 10 Consecutive Lecture Sessions,  4 Lecture Sessions (Saturday)

Delivery:  Live

COMPETENCIES:

Knowledge and Practice Standards for Teachers of Reading (IDA, 2018)

Standard 1 Foundations of Literacy Acquisition

1.7  Understand the most common intrinsic differences between good and poor readers (i.e., linguistic, cognitive, and neurobiological).  Evidence: Session 7

Standard 2: Knowledge of Diverse Reading Profiles, Including Dyslexia

2.3. Identify the distinguishing characteristics of dyslexia

Evidence: Birsh Chp. 1, Session 1

Standard 4: Structured Literacy Instruction

4A1. Understand/apply in practice the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher- directed instruction. Evidence: Birsh Chapter 1, Introduction to multisensory teaching, Session 1

4A2 Understand/apply in practice the rationale for multi-sensory and multimodal language-learning techniques. Evidence: Birsh Chapter 1, Introduction to multisensory teaching, Session 1

Substandard B: Phonological and Phonemic Awareness

4B1 Understand rationale for/identify, pronounce, classify, and compare all the consonant phonemes and all the vowel phonemes of English. Evidence: Birsh Chapter 5, Alphabet Knowledge, Session 2

4B3. Understand/apply in practice considerations for phoneme awareness difficulties. Evidence: Birsch 6 Teaching Phonemic Awareness, Session 4

4B4 Know/apply in practice consideration for the progression of phonemic-awareness skill development, across age and grade. Evidence:  Session 11

Substandard C: Phonics and Word Recognition

4C1Know/apply in practice considerations for the structure of English orthography and the patterns and rules that inform the teaching of single- and multi-syllable regular word reading Evidence: Birsh Ch. 14 The History and Structure of Written English, Session 5

4C2. Know/apply in practice considerations for systematically, cumulatively, and explicitly teaching basic decoding and spelling skills. Evidence: Birsh 9 Teaching Reading w/ Accurate Decoding, Session 3

4C3 Know/apply in practice considerations for organizing word- recognition and spelling lessons by following a structured phonics lesson plan.  Evidence: Birsch 9 Teaching Reading w/ Accurate Decoding

4C4 Know/apply in practice considerations for using multisensory routines to enhance student engagement and memory.  Evidence: Birsh 9 Teaching Reading w/ Accurate Decoding, Session 3

4C7 Know/apply in practice considerations for systematically teaching the decoding of multisyllabic words. Evidence: Birsh Ch. 14 The History and Structure of Written English, Session 5, Session 11, Session 12, Session 14

Substandard D: Automatic, Fluent Reading of Text

4D2. Know/apply in practice considerations for varied techniques and methods for building reading fluency.  Evidence:  Session 11, Session 13,

Substandard E: Vocabulary

4E1 Know/apply in practice considerations for the role of vocabulary development and vocabulary knowledge in oral and written language comprehension.  Evidence:  Birsh Ch. 3 Oral Language Development and It’s Relationship to Literacy, Session 2

Substandard F: Listening and Reading Comprehension

4F1. Know/apply in practice considerations for factors that contribute to deep comprehension. Evidence: Birsh Chapter16 Strategies to Improve Reading Comprehension in the Multisensory Classroom , Session 5

4F4. Know/apply in practice considerations for the use of explicit comprehension strategy instruction, as supported by research. Evidence:  Session 13

Substandard G: Written Expression

4G2 Know/apply in practice considerations for research-based principles for teaching letter formation, both manuscript and cursive.  Evidence: Birsh Chap. 11 Teaching Handwriting, Session 2

4G3. Know/apply in practice considerations for research-based principles for teaching written spelling and punctuation. Evidence:  Birsch Ch. 10 Teaching Spelling, Session 6

Micro-credential Review Process:

Credentials Unlimited follows a rigorous process to approve a micro-credential, ensuring it aligns with high standards in literacy education. The process begins with mapping the course’s assessment or outcome product to the Knowledge and Practice Standards for the Teachers of Reading (IDA, 2017), conducted by literacy experts. This ensures that the course content is aligned with the most current and effective literacy practices *(showing course alignment through assessments and lesson activities). Additionally, a Review of the professional development course is completed by a trained Credentials Unlimited team member. This review provides constructive feedback to the course developer, focusing on improving the course, rather than rating it. Literacy experts from Credentials Unlimited also thoroughly review the course content to ensure it meets the expectations and standards of the Science of Reading or Structured Literacy. This comprehensive process guarantees that every micro-credential supports high-quality, evidence-based literacy instruction.