According to Louisa Moats, a researcher and professor who has been at the forefront of science-based reading instruction for five decades, teaching reading is rocket science, yet the most fundamental responsibility of schools is teaching students to read. Decades of reading research, referred to as the Science of Reading, has shown that reading is not an innate ability. Unlike learning to speak, children must receive instruction and exposure to learn how to read, as up to 60% of children require direct, explicit instruction to learn to read proficiently. This course dives into the research as participants will learn about the science of reading and what evidence-based practices look like in classrooms. Participants will explore the differences between phonological and phonemic awareness, learn decoding strategies, sight recognition strategies and orthographic mapping, and engage in activities that can easily be implemented into instructional routines. Unlike traditional one day workshops, this program includes a mix of asynchronous work, monthly synchronous workshops, coaching, and office hours for ongoing and individualized support.
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