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RDLA152: An Intro. to Underlying Principles and Research for Effective Literacy Instruction

  • Grades K-8, Common Core aligned
  • $345, 45 instruction hours, earns:
    • 60 SC Renewal Credits (approved for PACE credit when taken for graduate credits)
    • 4 GA PLUs
    • 4.5 NC CEUs (approved for Literacy Credits)
    • 3 hours of graduate credit (for a low additional fee)

* When you enroll, enter "TLSE" in the promo-code box to ensure SC/NC/GA course credit and service.

Description: ( View full course syllabus, pdf)

This course focuses on the fundamental principles that inform research-based literacy and reading instruction. It is designed to give educators an overview of the relationships among phonemic awareness, phonics, word recognition, vocabulary, and fluency. Learners study the developmental stages through which young children gain independence in the use of phonemic awareness, phonics, and word recognition, as well as the increasing levels of complex skills required for students to increase their vocabulary and comprehension skills in grades K8.

Learners will also explore the literacy needs of English language learners (ELL), students with learning disabilities, and other struggling readers. As a final task, learners will create a two-week literacy plan for their classrooms. Upon completion of this course, learners will have a strong foundation of research-based literacy instruction methods and activities to draw from as they transform their teaching practices to meet the specific needs of their students, the curricular goals of their school district, and their state standards.

Note: This is a facilitated course. Learners submit coursework and participate in asynchronous discussions throughout the course term and receive graded feedback.

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