Program Overview

EDER653 - Word Reading and Spelling: Theory, Research, Differentiated Instruction and Assessment

Unit Rationale, Description, and Aim

Automatic and accurate reading and spelling of all words lays the foundation for text reading fluency and comprehension and for fluent writing. This unit expands on the instruction of phonological awareness and phonics to include reading and spelling of words with less common spelling patterns.

The aim of this unit is to provide students with the knowledge and skills required to lead their colleagues in developing effective word reading and spelling instruction and assessments for students with diverse needs.

Learning Outcomes

• Examine different theories of word reading and spelling
• Explain what evidence existing research has produced for word reading and spelling instruction
• Evaluate which practices and instructional approaches are best suited for different students and purposes
• Design evidence-based word reading and spelling instruction and assessments for diverse groups of students
• Evaluate the effectiveness of their word reading and spelling instruction

Unit Content

Topics will include:

• Theories of word reading and spelling as complex cognitive skills
• Word reading theories
• Spelling theories
• Theoretical and empirical connections between reading and spelling
• The English writing system and challenges of learning to read and spell words
• Orthographic learning and its importance
• Word reading and spelling instruction and assessment

Assessment Strategy and Rationale

To successfully complete this unit, students need to complete and pass all three assessment tasks:

1. Weekly Quizzes: Assessing comprehension of the content presented in lectures and readings (20%)
2. Written Assignment: Analysis of current theories of word reading and spelling, and construction of an instructional theory (30%)
3. Written Assignment: Compose a plan for an evidence-based word reading and spelling instruction and assessment for one school year (50%)

Learning and Teaching Strategy and Rationale

This unit uses an active learning approach to support students in acquiring, exploring, and analyzing the essential knowledge associated with word reading and spelling instruction and assessment. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning, and assessment.

Representative Texts and References

• Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school.
• Castles, A., Rastle K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert.
• Colenbrander, D., Wang, H.C., Arrow, T., & Castles, A. (2020). Teaching irregular words: What we know, what we don't know, and where we can go from here.

Locations and Credit Points

• Location: Online
• Credit Points: 10

Year

2026