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Canter and Associates, LLC

Teaching Developing Readers

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Overview / Abstract:

Explore characteristics of intermediate and advanced readers, taking a developmental, student-centered approach to reading and literacy instruction for the elementary grades. You will learn how to plan and implement developmentally appropriate assessments, materials, and strategies for their instruction.

Learn how to make reading a collaborative and less isolated experience for your students, including using technology to connect them to readers outside your classroom. Explore a variety of research-based instructional practices and literacy topics including text structures, specialized vocabulary, content area and interdisciplinary reading, and multiple literacies. Help encourage developing readers to become more proficient and authentic readers and combat a common decline in reading motivation in older students. Course curriculum aligns with the standards set forth by the International Reading Association.

Teaching Tangibles
Apply the five pillars of reading instruction, in particular fluency and comprehension.
Analyze the role of word study and vocabulary in improving reading fluency.
Create a textual arrangement that includes traditional and online resources based on a theme and students’ interests.
Analyze the importance of the interactive, critical, and response perspectives in literacy education.
Determine appropriate intervention strategies for struggling readers.


Oct 16, 2020


Education (K-12)





Credits / Hours

3 semester hours

Presenters / Authors / Faculty

Linda Gambrell, Ph.D.

Dr. Gambrell is professor and director of the School of Education at Clemson University. She was a principal investigator at the National Reading Research Center, where she directed the Literacy Motivation Project. Dr. Gambrell received the International Reading Association’s (IRA) Outstanding Teacher Educator in Reading Award. She has written extensively on reading instruction and literacy motivation and is the author of Lively Discussions: Fostering Reading Engagement.

Douglas K. Hartman, Ph.D.

Dr. Hartman is a professor of teacher education and educational technology at Michigan State University, Codirector of the Literacy Achievement Research Center, and Coordinator of the Literacy Studies Program. He is the senior editor of the Journal of Literacy Research and the author of numerous journal articles and book chapters. His research interests focus on new literacies, adolescent literacy, and the history of literacy. Dr. Hartman is the recipient of the Albert J. Kingston award for service to the field of reading and literacy.

Lori Helman, Ph.D.

Dr. Helman is an assistant professor in the Department of Curriculum and Instruction at the University of Minnesota, College of Education and Human Development. Her research has focused on beginning literacy, reading, and spelling development for students from diverse linguistic and cultural backgrounds. Dr. Helman has authored or coauthored numerous publications on literacy for English language learners, including Literacy Development with English Learners: Research-Based Instruction in Grades K–6 and Words Their Way: Word Study for Spelling, Phonics, and Vocabulary Instruction.

Keywords / Search Terms

Canter and Associates, LLC

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