This 2-day course is designed to meet the needs of Reading Specialists & Instructional Coaches to utilize a problem-solving model to support evidence-based instruction aligned to the science of reading. Through a well-structured data collection and analysis process, it is possible to identify skills to target in whole-class interventions, versus small-group instruction. Participants will learn how to use their assessment tools and knowledge of the Orton-Gillingham approach to support a diagnostic and prescriptive instructional framework.

Course Description

This 10-hour course is designed to meet the needs of Reading Specialists & Instructional Coaches to utilize a problem-solving model to support evidence-based instruction aligned to the science of reading. Through a well-structured data collection and analysis process, it is possible to identify skills to target in whole-class interventions, versus small-group instruction. Participants will learn how to use their assessment tools to support a diagnostic and prescriptive instructional framework.

Course Content

Phonological and phonemic awareness is covered through providing trainees with critical background knowledge on how these skills develop across a continuum of learning. Trainees will also learn how to assess and provide appropriate instruction to support deficits in these areas.

Alphabet knowledge is addressed through examining research on the importance of teaching letter names, sounds, and letter formation simultaneously. Trainees will also learn how to utilize multisensory strategies to support retention and retrieval of letter knowledge.

Decoding skills are explored through instruction on the progression of blending stages and word-level complexity. Trainees will discover how to support students towards whole-word reading when basic decoding skills are not progressing. Analyzing common reading error patterns and determining appropriate error correction techniques will also be addressed throughout the different stages of decoding.

Encoding skills, and their reciprocal relationship to decoding skills, will be explored throughout training. Participants will learn common spelling generalizations and how to support students to apply spelling conventions through clear understanding of the morphophonemic structure of English, rather than through memorization of weekly spelling lists. Analyzing common spelling error patterns and determining appropriate error correction techniques will also be addressed throughout the different levels of encoding concepts.

Diagnostic and prescriptive instruction is essential for closing the achievement gap. This course provides participants with a more in-depth understanding of the atypical development of these areas for students with a specific learning disability (SLD). Participants will practice administering assessments to identify deficits in the above areas, analyze student data, develop individualized instructional plans, set appropriate goals, and determine the best progress monitoring tools for designing a truly diagnostic and prescriptive plan.

Rapid naming is discussed as a strong predictor of cognitive processing speed. Course content will explore RAN assessment tools and explore the research on how rapid naming activities/practice do not transfer to improved general literacy development. Trainees will learn also learn about the benefit of practicing content (to sufficient levels of automaticity) as an essential prerequisite for application of knowledge for many students.