Helping the Struggling Reader Succeed in Grades 4-12

Literacy Strand

This course provides an understanding of why students struggle with reading, what barriers prevent students from becoming more fluent and efficient readers and what teachers can do to help struggling students become more effective readers and writers. The focus of this course will be to support teachers by helping identify what causes readers to struggle and what they can do to help struggling readers be more successful in their classroom. Teachers will learn how to help struggling readers develop fluent reading patterns, expand their vocabulary and learn to self-monitor their reading comprehension.

We will address helping to identify what causes readers to struggle and what they can be done to help struggling readers be more successful using practical instructional strategies. We will work together in helping struggling readers develop fluent reading patterns, expand their vocabulary and learn to self-monitor their own reading comprehension. The course will also promote effective reading techniques such as text annotation, mental imagery, synthesis and summarization and peer supported reading practices. We also explore how linking reading and writing supports developing and struggling readers to become strategic and focused readers.

This comprehensive instructional course provides educators and administrators proven methods to teach struggling students to become more motivated and successful readers.

This interactive course is designed for job-embedded learning and practical classroom application using our virtual lesson study process. This virtual lesson study environment will help facilitate the process for teachers to better incorporate the instructional practices outlined within State Standards, embed literacy instruction in ongoing teaching and classroom units and lesson plans.

Educators will incorporate Danielson’s Framework for Teaching and the State Learning Standards into their teaching practice through this course. We will concentrate on the following Danielson elements:

  • Domain 1: 1b Demonstrating Knowledge of Students
  • Domain 1: 1d – Demonstrating Knowledge of Resources
  • Domain 1: 1e Designing Coherent Instruction
  • Domain 3: 3b: Using Questioning and Discussion Techniques
  • Domain 3: 3c Engaging Students in Learning
  • Domain 4: 4a Reflecting on Teaching

This course is offered for educators in the following locations:

  1. Ashland University, (3 Graduate Credits)
  2. Arizona, (45 Clock Hours)
  3. Hawaii, (45 Clock Hours)
  4. Illinois, (45 Clock Hours)
  5. Los Angeles (LAUSD) 2 Salary Advancement Points
  6. Michigan, (50 SCECH Credits)
  7. National Open Enrollment, (45 Clock Hours)
  8. New York City, ASPDP (3 Salary Advancement P-Credits)
  9. New York State Re-Certification (45 CTLE Clock Hours)
  10. Ohio, (40 Clock Hours)
  11. Pennsylvania, Approved ACT 48 Provider

Register by clicking on more information button.

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1 Comment

  • Yes, I would recommend this course. There was a great variety of topics and strategies related to reading comprehension. It was nice to work at your own pace. I will definitely take these courses again for my re-certification. It was especially handy for me because I go back to teaching two weeks after the school year started, allowing me some extra time in the beginning of the school year to focus on this course. The instructor was quick to give feedback, which was helpful and appreciated.

    Mary D. Reply

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