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Early Interventions for Reading Difficulties, T&L 2900

Learning to read is the key to academic success for all students. However, it is one of the most difficult skills to teach and learn. In this course, teachers will learn how to anticipate and teach the most common obstacles students face in the process of becoming fluent readers. Based upon the latest research and using response to intervention (RTI) techniques as a foundation, educators will learn how to improve their student's decoding, fluency, comprehension, and writing skills for use in individual, small group and classroom instruction. Reproducible materials are provided to produce relevant, practical and accessible tools for immediate use in the classroom. Among some of the specific interventions that educators will learn include: increasing student motivation for reading and writing, increasing phonological awareness, improved techniques for learning sight and high frequency words, learning early concepts of print, increasing vocabulary and comprehension across all subject areas, and improving inferential skills using context cues and the student's world knowledge. This class is appropriate for general education and special education teachers.

Course Objectives:

  • Understand the Interactive Strategies and Response To Intervention Approaches (RTI) to anticipate and alleviate difficulties students may have in learning to read.
  • Promote student interest and motivation in learning to read and write.
  • Improve student decoding skills through research based application of phonological awareness, letter-sound awareness, and a sound knowledge of the alphabetic code.
  • Improve word identification and high-frequency word learning for fluency and automaticity.
  • Develop interventions to increase comprehension and vocabulary development across all academic subjects.
  • Modify and implement reading intervention for individual, small group and classroom instruction.

Course Resources
CEA_Early Interventions for Reading Difficulties

Available Sessions