Sample Science of Reading Academy Syllabus

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This is a sample syllabus intended to illustrate the time commitment required for completion of this course. This is only an example - course content and videos are subject to change.

 

Description

Educators are invited to participate in a blended online course designed to provide fundamental knowledge in reading development grounded in science of reading research, reading assessment knowledge and tools, phonological awareness and phonics instruction, morphology and language-literacy instructional components. Course content is presented through a combination of 6 self-paced learning units and 3 instructor led Virtual Professional Learning Community (VPLC) sessions.

Learning Outcomes

• Knowledge of how reading connections are made in the brain
• Be familiar with research-based resources for teaching reading available in print and online
• Identify the essential evidence-based components and principles of structured literacy instruction
• Understand key reading terms including: phonological awareness, concepts of print, orthographic mapping, phonics, and morphology
• Learn about various reading assessments and interpreting assessment results to guide instruction
• Know and be able to produce correct letter sounds for instruction
• Learn strategies that support multisyllabic word reading and vocabulary development
• Apply understanding of important reading concepts to identifying student learning needs

Goal

To provide educators with a knowledge foundation in science of reading research and practices, and hands-on practical skills with individualized support for each participant.

Fee

Participation in this carefully designed, high-quality course is provided at no cost and as a service of the Diagnostic Center Central to registered participants. Space may be limited, however. Course participants are strongly encouraged, but not required, to purchase the three textbooks that are referenced throughout the series.

Recommended Textbooks

• Assessing Reading: Multiple Measures, Revised 2nd Edition (2018) edited by Linda Diamond & B.J. Thorsnes. Novato, CA: Arena Press. (Approximate cost $49)
• Teaching Reading Sourcebook, 3rd Edition (2018) by Bill Honig, Linda Diamond & Linda Gutlohn. Novato, CA: Arena Press. (Approximate cost $85)
  
  

  Note: Discount may be available for the combined purchase of Assessing Reading: Multiple Measures, Revised 2nd Edition and Teaching Reading Sourcebook, 3rd Edition . (Approximate cost $125)
  
  

• Kilpatrick, D. (2016). Equipped for reading success: a comprehensive, step by step program for developing phonemic awareness and fluent word recognition. Syracuse, NY: Casey & Kirsch Publishers. (Approximate cost $50)

Teaching/Learning Strategies

• Reading from course textbooks
• Other readings as assigned, such as online articles and research
• Participation in live training sessions and discussions
• Watching recommended webinars and demonstration videos
• Completion of application activities in current teaching context
• Feedback and consultation with specialists
• Role playing/simulation during training sessions

Preparation

To receive the most benefit from this course, participants will be asked to engage in various self-study activities such as: reading assigned sections from text, related from research, viewing recommended videos, and practicing suggested strategies within the educational setting. With this in mind, participants are asked to prepare for teaching sessions by completing the Read/Watch assignments before each teaching session. Suggested Readings, office hours, and the Dyslexia Forum are all considered optional opportunities for further learning in this course. The office hours and individual consultation offered upon request are especially valuable for educators wishing to receive more personalized support from our team of specialists.

Sample Syllabus & Assignments

Unit 1

Topic	Assignments	Estimated Time
Introduction to Science of Reading	Read: Teaching Reading Sourcebook, The Big Picture, pg. 1-16 Equipped for Reading Success, Chapter 1, pg. 1-12 Watch: What Teachers Should Know About the Science of Reading - EdWeek Interview with Emily Hanford (approximately 30 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours
What Is Orthographic Mapping?	Read: Equipped for Reading Success, Chapter 4-5, pg. 27-52 Watch: Orthographic Mapping: What it Is and Why It's So Important (approximately 35 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours

Suggested Unit 1 Reading: Teaching Reading IS Rocket Science, 2020: What Expert Teachers of Reading Should Know and Be Able to Do by Louisa Moats (PDF)

Unit 2

Topic	Assignments	Estimated Time
Reading Assessment 1	Read: Assessing Reading Multiple Measures, Introduction to Assessing Reading, pg. 5- 15, and look over the various Multiple Measures. Equipped for Reading Success, Chapter 11 Assessment of Phonological Awareness: PAST, pgs. 93-100. Watch: PAST Administration by Chandle Carpenter (approximately 17 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours
Reading Assessment 2	Read: Teaching Reading Sourcebook, MTSS for Reading Success, pgs. 744-754 Watch: Using Assessments to Drive Literacy Instruction by Dr. Margie Gillis (approximately 1 hour, 6 minutes) Using Assessments to Drive Literacy Instruction Webinar Slides	Prep Work: 1.5 hours Presentation: 1.5 hours

Unit 3

Topic	Assignments	Estimated Time
Phonological Awareness 1	Read: Equipped for Reading Success, Chapters 2-3, pg. 13-26 Watch: Margie Gillis, What is Phonological Awareness? (approximately 4 minutes) Phonemes, Rollins Center for Language & Literacy (approximately 6 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours
Phonological Awareness 2	Read: Teaching Reading Sourcebook, Chapter 5, pg. 115 -124 Watch: Creating a Language Rich Early Learning Environment (approximately 9 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours

Unit 4

Topic	Assignments	Estimated Time
Phonics 1	Read: Teaching Reading Sourcebook, Section III Decoding and Word Recognition, pgs. 161-168; Ch. 6 , pgs.170-195 Equipped for Reading Success, Chapter 12 Letter-Sound Learning, pgs. 101-110. Watch: Phonemes, Graphemes, and Morphemes. Jennifer Hassler (approximately 11 minutes) What's the Difference Between Digraphs, Trigraphs, and Blends? The Reading League (approximately 5 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours
Phonics 2	Read: Teaching Reading Sourcebook, Chapter 6 Phonics, pgs. 196-239 Watch: 1st Grade OG Three-Part Drill (approximately 5 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours

Unit 5

Topic	Assignments	Estimated Time
Multisyllabic Word Reading	Read: Teaching Reading Sourcebook, Chapter 8, pg 259-314 Watch: TBD	Prep Work: 1.5 hours Presentation: 1.5 hours
Morphology	Read: Teaching Reading Sourcebook, Section V, Introduction, pg 405-418 Watch: Rooting in English: Morphology as a Tool for Developing Literacy - Ben Powers - Haskins Global Literacy Hub - May 20, 2020 (approximately 51 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours

Unit 6

Topic	Assignments	Estimated Time
Syntax & Semantics in Literacy	Read: Teaching Reading Sourcebook, Chapter 11, pg 470-480 Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities by Louise Spear-Swerling (PDF) Watch: A Syntax Focused Kindergarten Lesson by Literacy How (approximately 6 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours
Language-Literacy Connection: Putting It All Together	Read: Teaching Reading Sourcebook, pg. 174-178 Equipped for Reading Success, pg. 73-88 Watch: Inside a Dyslexia Intervention | Reading Strategies for Struggling Readers - Understood.org (approximately 37 minutes)	Prep Work: 1.5 hours Presentation: 1.5 hours