Who should attend
Beginning and experienced general education classroom teachers, special education teachers, content area teachers, academic intervention specialists and reading specialists, coaches, and other educational professionals who provide services to struggling readers or related training to teachers on reading assessment and intervention for this population. The Workshop’s teaching applications are designed primarily for students reading below grade level expectations from the primary grades through high school. By extension, the workshop is also appropriate for teachers of adults who are participating in literacy programs or preparation programs to sit for the TASC.
About the course
The purpose of this online, two-week non-credit Workshop is to provide educators with insight and practice with teaching applications that stem from most recent research for teaching struggling readers, including English Learners. The Workshop’s teaching applications for both assessment and intervention are designed primarily for students reading below grade level expectations from the primary grades through high school as well as adult learners enrolled in literacy programs. The activities presented in this Workshop are appropriate for in-person or remote implementation.
The reading areas addressed in this workshop program offer seminal and more recent perspectives on the following: assessment and intervention implications of updated models of reading; phonemic awareness and word recognition; vocabulary and reading fluency; comprehension of both narrative and informational text; and academic language.
This twelve-hour Workshop is divided into six major topic sessions involving several reading assessment and/or intervention strategies that can be applied and modified for use in teaching readers who perform below grade level expectations. Sessions will be asynchronous and participants are encouraged to work at their own pace during the two weeks the Workshop is open, including weekends. The workshop’s introductory session provides an overview of updated models of reading (Nation, 2019; Tunmer & Hoover, 2019) that serves as the structure for guiding practitioners’ assessment and intervention of reading skills for use in the Workshop’s other topic sessions. Participants must submit a final project based on at least one session topic that aligns with their current educational placement. Teaching applications are appropriate for in-person and remote delivery. The Workshop will conclude with participant reflection and evaluation of their activities and work on their practice.
At the completion of this workshop, participants will:
- Be knowledgeable about the findings of current research on models of reading on assessment and intervention and their implications for struggling readers
- Gain a working understanding of strategies that can be used to assess and/or improve word
- recognition and spelling, fluency, comprehension, and academic language in reading
- Create a series of lessons for each major skill area that will be suitable for use in their classrooms and teaching practice in general
- Have a more informed stance on differentiating instruction, particularly for those who struggle.
Each concurrent session of the Workshop provides for the formation of small work groups where exchange of ideas will be facilitated by a course instructor. Results of each group’s discussion and teaching applications will be disseminated for the entire group.
Requirements and Assessment Methods:
Participants will be required to complete all brief reflections for each module and submit a relevant Final Project. There is no partial credit towards clock hours or CTLEs for partial participation of the course. All six module reflection activities must be submitted before the Workshop closes on March 6 th , 2021 at 11:59 pm EST, and the Final Project is due within a week of the closing or by Sunday, March 14th, 2021 at 11:59 PM EST.
Susan Garni Masullo, Ph.D. is a full time Senior Lecturer and Director of the Literacy Practicums in the Reading Specialist Program at Teachers College, Columbia University. Prior to coming to Teachers College, she had an extensive career as a reading/learning specialist working with children, ad...
Because of COVID-19, many providers are cancelling or postponing in-person programs or providing online participation options.
We are happy to help you find a suitable online alternative.