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Colorado Department of Education Professional Development

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Assessing, Preventing, and Overcoming Reading Difficulties - Modules 1 - 4 (Section 1)

Audience: Educators, Other District/School Staff | Topic: Special Education | Hosted by: Office of Special Education


On-Demand format. Assessing, Preventing, and Overcoming Reading Difficulties - Modules 1 - 4 (Section 1)
On-Demand format

Young femail teacher sitting next to a young hispanic male reading a book.

In Modules 1-4, learners will acknowledge the issue of reading problems in our country and make connections to the field of reading research. The four basic approaches to teaching reading are presented with in depth learning around the Simple View of Reading, making connections between the Simple View and three reading difficulties.. Learners will describe the difference between word identification and word recognition, and identify the challenges involved in developing word-level reading. Learners will understand the process of orthographic mapping, the necessary skills and importance of establishing sight vocabulary.

Contact Emily Ottinger with any questions about the content on this page. 


Module 1 - Reading, Research and the Research to Practice Gap

Module 1 contains one session. 

Module 1 Key Takeaways

Module 1 Reflection Question

  • What obstacles might be present in your school or district that could make it difficult to implement research findings? How might those obstacles be overcome?

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Module 2 - Current Approaches: Why Many Learners Still Struggle

Module 2 is comprised of five sessions. 

Module 2 Key Takeaways

Module 2 Reflection Questions

  • How might the different approaches to reading instruction inform your current work? What might you need to considers when communicating about reading instruction with families with colleagues?
  • What makes the classic approaches to teaching reading ineffective for nearly one third of students learning to read? If your school is using a curriculum that is based on one of these classic philosophies, how might you supplement your instruction to reach your struggling readers? 
  • If word-reading is not based upon visual memory, what skills is it strongly correlated with? How might this shift in understanding influence a shift in reading instruction?
  • If you had a conversation with a colleague who insists on using the Three-Cuing Systems approach to reading, how would you explain to them why it is ineffective with struggling readers?
  • Why might the phonics approach be more effective than other classic teaching methods? Why is it still ineffective for some struggling readers?

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Module 3 - The Simple View of Reading

Module 3 is comprised of two sessions. 

Module 3 Key Takeaways

Module 3 Reflection Questions

  • What are some ways that the Simple View of Reading might influence the way you approach reading with students?
  • How might the understanding of the characteristics of the three types of reading difficulties inform your instruction?

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Module 4 - Word-level Reading

Module 4 is comprised of seven sessions. 

Module 4 Key Takeaways

Module 4 Reflection Questions

  • Consider ways you and the others have tried to get students to remember the words they read. How well have those efforts worked? Did they work better with some students than others?
  • How might the different approaches to reading instruction inform your current work? What might you need to considers when communicating about reading instruction with families with colleagues?
  • How does the interpretation of word-level reading difficulties support or not support your previous understandings of reading difficulties?
  • What are the critical aspects of orthographic mapping and how do you think this information may inform our instructional decisions?
  • How has your perspective been changes, if at all, based upon these ideas about fluency? How might your teaching differ?
  • How are EL’s similar to native speakers in regards to the way they acquire word-level reading skills in English?
  • How has your understanding of various aspects of word reading development changed as a result of this module? How might your thoughts on reading instruction change?

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Contact Information

Emily Ottinger
Ottinger_E@cde.state.co.us

Certificate

To receive a certificate for three (3) hours of recertification credit, participants must complete a brief evaluation survey and pass a ten (10) question quiz with a score of eight correct answers or higher. 

Modules 1-4 Evaluation & Quiz

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