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
Requirement for School / District Staff: N/A

On-Demand format
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.
Watch Module 1 Video - (17 Min)
Module1.1 - Reading, Research and the
Research to Practice Gap - (17 Min)
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?
Module 2 - Current Approaches: Why Many Learners Still Struggle
Module 2 is comprised of five sessions.
Module 2.1 - A Very Brief History of Module 2.2 - Why Current Research Instruction Module 2.3 - Visual Memory Module 2.4 - Three Cueing SystemWatch Module 2 videos (1 hr, 10 Min)
Reading Instruction - (17 Min)
Does Not Work Well for Struggling Learners - (11 Min)
Theory of Reading - (17 Min)
Theory of Reading - (11 Min)Module 2 Key Takeaways
Module 2 Reflection Questions
Module 3 - The Simple View of Reading
Module 3 is comprised of two sessions.
Watch Module 3 videos - (30 Min)
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?
Module 4 - Word-level Reading
Module 4 is comprised of seven sessions.
Watch Module 4 Videos - (2 hr, 10 Min)
Module 4.1 - The Challenges of
Word-Level Reading - (7 Min)
Module 4.2 - Word Reading
Development - (17 Min)
Module 4.3 - How Poor Phonological
Skills Hender Word Reading (14 Min)
Module 4.4 -
Orthographic Mapping - (46 Min)
Module 4.6 - English Learners and
The Written Word Learning - (7 Min)
Module 4.7 - Understanding
Word-Reading Difficulties - (11 Min)
Module 4 Key Takeaways
- Module 4.1 Key Takeaways (PDF)
- Module 4.2 Key Takeaways (PDF)
- Module 4.3 Key Takeaways (PDF)
- Module 4.4 Key Takeaways (PDF)
- Module 4.5 Key Takeaways (PDF)
- Module 4.6 Key Takeaways (PDF)
- Module 4.7 Key Takeaways (PDF)
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?
Access To Other Modules
Contact Information
Emily OttingerOttinger_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.

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