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
This two day in-person workshop provides educators with insight and practice about 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.
A sampling of strategies that will be taught and practiced include: speech to print methodologies for improving word recognition and spelling; the use of standard fluency rates, their applicability to struggling readers, and the use of non-repetitive reading practices as a means of improving fluency and vocabulary for this population; newer perspectives on inference, summarization and self-questioning techniques for comprehension; and methods for developing readers’ understanding of academic language.
The workshop will begin with an overview of updated models of reading that serve as a structure for guiding practitioners’ assessment and intervention of reading skills for use in the workshop’s sessions.
This workshop is divided into five active sessions involving several reading assessment and/or intervention strategies that can be used and modified for use in teaching readers who perform below grade level expectations. Concurrent sessions will be run so that participants can rotate among each session in small groups across the two days and thus leave with at least five different strategies that can be used in classroom and teaching practice. 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 attend all sessions across the two days (attendance records will be kept), to participate in each session to receive instructor feedback, and to complete a written self- assessment exit reflection and workshop evaluation form at the end of the two day Workshop.
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.