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Canter and Associates, LLC

The Effective Reading Teacher®

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Overview / Abstract:

Learn how you can become a more effective reading teacher with this foundational course that guides you through the various stages of literacy development. You’ll begin by exploring the historical perspectives in literacy education and the social, economic, and political forces that impact today’s classroom. Then you’ll learn the core concepts that support literacy instruction such as language development, writing, learner diversity, and assessment.

You’ll also explore a new mind-set for reading and literacy that goes beyond strategies to examine a developmental approach to literacy instruction, new literacies, and the factors that influence reading motivation. Through current research in the field and discussions with colleagues, you will gain the knowledge and perspectives to increase your competency and confidence and, in turn, help your students become more engaged and proficient readers and writers. Course curriculum aligns with the standards set forth by the International Reading Association.

Some assignments in this course may be more easily completed through student interaction.

Teaching Tangibles
Identify a student’s stage of literacy development and the strategies required to meet literacy needs.
Learn foundational literacy concepts, including the five pillars of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension).
Analyze literacy assessments, including cognitive and noncognitive assessments.
Generate ideas, activities, and strategies to increase student motivation consistent with current research on reading.
Learn ways to continue your own professional development and grow as an effective teacher.
NOTE: This course requires interaction with students in order to complete some assignments.

Expiration

Oct 16, 2020

Discipline(s)

Education (K-12)

Format

Online

Cost

510.00

Credits / Hours

3 semester hours

Presenters / Authors / Faculty

Linda Darling-Hammond, Ed.D.

Dr. Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, where she serves as principal investigator for the School Redesign Network and is a director of the Stanford Educational Leadership Institute. She was the founding executive director of the National Commission on Teaching and America’s Future, which produced the widely cited 1996 blueprint for education reform, What Matters Most: Teaching for America’s Future. Dr. Darling-Hammond’s work focuses on educational policy, teaching and teacher education, school restructuring, and educational equity. Among her more than 200 publications is The Right To Learn, which received the 1998 Outstanding Book Award from the American Educational Research Association, and (as co-editor) Teaching as the Learning Profession: A Handbook of Policy and Practice, which was awarded the National Staff Development Council’s Outstanding Book Award in 2000.

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.

Donald Leu, Ph.D.

Dr. Leu is a nationally recognized expert in the fields of technology and literacy, and he writes a column for The Reading Teacher about the application of technology in literacy instruction. He holds the John and Maria Neag Endowed Chair in Literacy and Technology at the University of Connecticut. Dr. Leu is the co-author of Effective Literacy Instruction: K–8 and Teaching with the Internet: Lessons from the Classroom, as well as the author of numerous journal articles and books.

Keywords / Search Terms

Canter and Associates, LLC

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