What Every Teacher Should Know about Reading: A Dual Book Study
About the Course
Educational practices for teaching reading are starting to catch up to what science has been telling us for years. Choose to read either Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It by Mark Seidenberg OR Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by David Kilpatrick. Participants will engage in discussions and assignments that will help you unravel the science and application of being a reading teacher at any level from Kindergarten to adult.
Required Texts (you will choose one of these options)
- Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It by Mark Seidenberg
- Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by David A. Kilpatrick
Upon completion of this course, the student will be able to:
- Identify the elements of structured literacy.
- Identify and explain the root causes of reading difficulties and how to address them.
- Analyze between reading science and educational practice.
- Apply resources and strategies to specific teaching setting and student needs.
- Identify strategies to assist multilingual learners.
Rachel Graham is the MTSS Coordinator for Estes Park Elementary who works with teachers within her school and across the district to increase student achievement. This includes implementing academic and behavior intervention plans, support for English Language learners and support for gifted learners. In addition, Rachel provides instructional support for teachers, is the Internal Coach for Reading Corps and the leader of several Professional Learning Communities throughout the district. After spending almost twenty years in education, Rachel is very much in tune with what it’s like to be in the classroom day to day and what educators need to be successful.
Rachel started as an elementary classroom teacher and rose to a leadership position in her school district after being recognized for her successes in the classroom, working with fellow colleagues and taking on opportunities to give voice to teachers at the state level. She recently served on the READ Plan Working group that concluded with recommendations to the State Board of Education and legislature. Rachel is also a National Board Certified teacher in the area of Early and Middle Childhood/Literacy: Reading-Language Arts.
Rachel holds a BA in Psychology and Elementary Education and a MA in Reading, both from the University of Northern Colorado.