SLD Literacy - Accessing, Preventing, and Overcoming Reading Difficulties - Modules 1 - 4 (Section 1)

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. 

Jump to Modules

Module 1

Module 2

Module 3

Module 4

Module 1 - 4 Credit

Watch Module 2 videos (1 hr, 10 Min)

Module 2.1 - A Very Brief History of
Reading Instruction - (17 Min)

Module 2.2 - Why Current Research Instruction
Does Not Work Well for Struggling Learners - (11 Min)

Module 2.3 - Visual Memory
Theory of Reading - (17 Min)

Module 2.4 - Three Cueing System
Theory of Reading - (11 Min)

Module 2.5 - Phonics - Strengths
& Limitations - (13 Min)

Module 2 Key Takeaways

• Module 2.1 Key Takeaways (PDF)
• Module 2.2 Key Takeaways (PDF)
• Module 2.3 Key Takeaways (PDF)
• Module 2.4 Key Takeaways (PDF)
• Module 2.5 Key Takeaways (PDF)

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?

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 4.5 -
Fluency (18 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?

APORD Course Page

APORD Section 2

APORD Section 3