Dyslexia Interventionist Certificate
The Dyslexia Interventionist Certificate Program is a 10-credit online program that prepares candidates to earn a Wilson® Reading Level I Certification. Candidates enrolled in this program acquire a sophisticated working knowledge of the sound-symbol system of English (phonology) and its structure (morphology), and learn how to implement specific diagnostic-prescriptive methods to support the remedial teaching of reading and spelling for students in Grades 2-12 who struggle with decoding and spelling, including those identified with dyslexia.
Candidates are advised that this program may be incorporated into the following degree granting programs:
- 30-credit MA program in Remedial Reading and Remedial Language Arts with/without the #102: Remedial Reading and Remedial Language Arts certification (requires one additional credit for a total of 31-credits)
- 36-credit SYC program in Remedial Reading and Remedial Language Arts with/without the #102: Remedial Reading and Remedial Language Arts certification
- 60-credit SYC program in Special Education with the #065: Comprehensive Special Education certification
The Program will prepare candidates to:
- Understand and/or know:
- the research base for multi-sensory structured language teaching
- the necessary principles of instruction used to teach students with a language-based learning disability
- the nature of dyslexia
- the instruction and importance of literacy skill
- the instruction and importance of transcription skills
- word structure including phonemes and associated graphemes syllables, syllabication rules, morphemes, schwa, etc.
- variances in children's vocabulary acquisition as well as learning expectations
- the importance of core and academic (general and domain specific) vocabulary and understand research-based instructional methods for all students, including ELLs
- how to appropriately select and teach vocabulary within an MSL lesson
- the importance of fluency as well as contributing factors to its development
- how to differentiate fluency instruction for students with significant deficits
- graphic organizers for varied types of informational texts (description, compare-contrast)
- the importance of oral language comprehension and explain how to differentiate instruction with individuals as indicated by their cognitive profile
- the instructional implications associated with different cognitive skill deficits
- an understanding of the language concepts through WRS Substep 6.4 and the specific procedures used to teach these concepts
- an understanding of WRS principles of instruction: explicit, sequential, cumulative, and multi-sensory instruction.
- an understanding of the WRS Lesson Plan and the ten parts of a WRS lessons
- an understanding of the nature and causes of dyslexia and dysgraphia
- an understanding of multisensory strategies used to teach sight words, vocabulary and comprehension
- BA/BS from an Accredited Institution of Higher Education
- Minimum GPS of 3.0
- Personal Statement 1.5 -2 pages:
- Why are you interested in pursuing this certificate/certification?
- How do you intend to utilize this certification in the service of off-track readers and/or readers with dyslexia?
Candidates are required to identity, and advance for approval, a student for the practicum component of this certificate and certification. When enrolled in their RLDV 6575 course, candidates will be provided with student selection criteria, and a Practicum Approval application for submission to their assigned Wilson Credentialed Trainer.
The practicum component of this certificate and certification will require candidates to meet with their approved student a minimum of three times/week for 60-75 minutes. Candidates who have school/district/parent consent to work with their approved student as part of their daily teaching responsibilities in a school, may opt to do so. Otherwise, candidates who have identified a practicum student may arrange with the student’s parent/guardian to meet with the student, once approved, at a mutually agreeable location during mutually agreeable days and times. Finally, candidates who require assistance locating a qualified student may opt to collaborate with one of the Reading and Language Development’s clinical sites to identify a student and arrange for the use of after-school space, if possible.
Successful completion of practicum requires candidates to meet several criteria, including the following:
- Complete 65, 60-75 minute 1:1 WRS lessons with an approved practicum student.
- Be observed by an assigned Wilson Credentialed Trainer a minimum of five times over the course of the practicum experience.
- Advance through WRS Substep 4.2
- Maintain a Teacher Binder and Student Portfolio of work that reflect standards provided.
- Complete pre-post testing with the Word Identification and Spelling Test (WIST) and one additional norm-referenced test, and submit post-test data with the final practicum report.
New Student Orientation (Online)