| Course Number: | EDX 5710 S24 |
| Instructor: | Leigh Buettler, M.Ed. |
| Location: | Online |
| Dates and Times: | January 23 - May 8, 2026. Synchronous coaching dates and times will be scheduled directly with the instructor. Asynchronous course work for each topic must be completed before the relevant coaching session. |
| Credits: | 3 Graduate Credits |
| Tuition: | Set by and payable to educational partner The Stern Cetner for Language & Learning |
Structured Literacy and the Science of Reading extend far beyond foundational word recognition. This five-part, self-paced webinar series is designed for educators who want to deepen their understanding of how students comprehend, analyze, and engage with text.
Each asynchronous session explores evidence-based instructional strategies that support reading fluency, vocabulary development, and comprehension. You’ll gain practical tools and insights to help your students not only read words but make meaning from them.
Topics include:
Through a blend of recorded webinars, interactive practice, and curated resources, you’ll gain tools to enhance your instruction and deepen your confidence in supporting all readers. This course bridges research and classroom practice, equipping you with the knowledge and strategies to elevate literacy instruction and better support your students’ reading development. You’ll also have opportunities for personalized feedback and virtual coaching to support implementation and deepen instructional impact.
You can opt to earn three graduate credits for this course.
This series is for all educators and administrators who would like to grow or refine their knowledge of how to support students beyond foundational word recognition skills. The course content, activities, and strategies are applicable for educators and administrators working in grades K-12 who would like to focus on language comprehension.
As part of the course, participants will record and submit 3–5 instructional videos using a secure online platform called GoReact. These videos serve as a foundation for reflection and feedback, allowing you to closely examine your teaching practices in action. Additionally, participants will have the opportunity to schedule personalized coaching sessions with a member of our team. These sessions offer dedicated time to receive targeted, actionable support tailored to your unique instructional context and student needs. During coaching sessions, you can:
Your submitted videos will help guide the conversation, enabling your coach to provide more personalized support and practical next steps that are directly relevant to your classroom.
Audience: Elementary, middle school and high school teachers, special educators, specialists, interventionists, private tutors, and literacy coaches who have an earned bachelor's degree.
Course Goals:
This course is designed to deepen educators’ understanding of language comprehension and equip them with practical, evidence-based strategies to help students move beyond word recognition toward fluent, meaningful reading across all grade levels and content areas.
Course Objectives:
All readings, videos, podcasts, and recommended resources are included in the cost of this course. All materials will be shared via Google.
Readings include:
Eisenman, J. (2021, June 8). Why diversity and equity in content matters for reading growth [Blog post]. NASSP.
Murphy, K. (2023, June 1). How to maximize the benefits of individual reading conferences. Edutopia. https://www.edutopia.org/article/how-maximize-benefits-individual-reading-conferences/
National Center on Improving Literacy. (2023). How to Build Fluency with Text in Your Classroom. https://www.improvingliteracy.org/resource/how-to-build-fluency-with-text-in-your-classroom
The Meadows Center for Preventing Educational Risk. (2020). Evidence-based practices for comprehension instruction. Austin, TX: Author.
Sedita, J. (2022, August 26). New book: The Writing Rope. Keys to Literacy. https://keystoliteracy.com/blog/new-book-the-writing-rope/
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