Online Adjunct Faculty - Language Disorders and Literacy; RDG

• This will be a graduate level course taught remotely.
• The class is 16 weeks in length.
• There will be 12 synchronous zoom class meetings on Tuesdays, 6:00-8:00 pm, in Fall 2026.

Explores the components of typical and atypical language development. Instruction will focus on the different aspects of language, including phonology, morphology, semantics, syntax, and pragmatics. In addition, time will be spent on exploring the behavioral manifestations associated with language disorders and the influence on academic performance, including written language skills and the relationship to reading/writing instruction. A conceptual framework will be presented that underpins intervention choices and provides multiple useful resources for educators who share language learning disabled students with their school-based speech/language pathologists.

This course is aligned with the Department of Elementary and Secondary Education (DESE) Reading Specialist Subject Matter Guidelines (SMKs) and the International Dyslexia Association Standards for Teachers of Reading (KPSs).

• Know the content and principles of teaching and learning for multisensory, structured literacy.
• Understand the difference between developmental literacy acquisition and content related reading for understanding including disciplinary and media literacy.
• Differentiate instruction to meet the targeted needs for a diverse group of learners.
• Understand Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) and their differences at all levels of service.
• Know theories, practices, and the appropriate use of programs and materials for teaching the domains of language including listening, speaking, reading, and writing.
• Understand the role of phonological processing, phonemic awareness, phonics, and spelling on literacy development.
• Know the history and nature of English orthography and morphology and its relation to language instruction
• Select and use the appropriate programs and materials for oral language, reading, spelling and writing instruction.
• Analyze published research, assess the quality of the work, and evaluate its scientific rigor.
• Administer, score, and interpret formal and informal tests of oral language, reading, spelling, and written language.
• Understand second language acquisition, English-language dialects, and their relationship to language, reading, spelling, and writing instruction.
• Know the relationships between automatic word recognition, reading fluency, text features, text structures, and reading comprehension for deep meaning.
• Know the relationship between cognitive abilities, oral language development, meta-cognitive skills, and reading comprehension.
• Teach vocabulary with the knowledge of the importance of its role in developing comprehension and writing.
• Provide strategies to improve accuracy and fluency as the bridge to comprehension.
• Understand sentence structure and paragraph structure.
• Understand the various genres/text structures for writing for instruction and the stages of writing development.
• Know the importance of teaching transcription and cursive handwriting,
• Understand the relationship between language development and teaching reading and writing to students with language disorders.
• Understand the major disorders of language: receptive, expressive, comprehension (including auditory processing), place and manner of articulation in production, and the form and use of language.
• Understand issues that affect students with developmental language disorders (e.g., executive functioning, working memory, and self-regulation).
• Conduct a needs assessment that determines the current state of literacy in a district or school.
• Design a quantifiable strategic improvement plan and measurable action steps for achieving targeted goals in a district or school.

Compensation: $500 - $1,200 per credit. Adjunct faculty pay rates vary, depending on the academic discipline and the course's credit load and level.

• Masters degree or advanced degree in reading and writing
• Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP)
• A deep understanding and background in speech and language disorders and their impact on literacy acquisition.

• Speech-Language clinical experience and teaching experience in Grades PreK-12 is required.
• Teaching experience in higher education is strongly recommended.

• The candidate should have a deep understanding and background in scientific structured literacy, evidence-based instruction, curriculum, and assessment which emphasizes the structure of language, phonology, orthography, vocabulary, morphology, syntax, semantics, pragmatics, and the tenets of spoken and written discourse.
• Knowledge of Department of Elementary and Secondary Education (DESE) Reading Specialist Subject Matter Guidelines (SMKs) and the International Dyslexia Association Standards for Teachers of…