Building the Foundation: Core Practices in Structured Literacy, Buettler, Spring 2026

Course Number:	EDX 5710 S23
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 Center for Language & Learning

Course Description

Strengthen your understanding of how students learn to read and how you can support every learner through this four-part, self-paced webinar series. Grounded in the Science of Reading, this interactive course introduces the essential components of structured literacy and connects research to practical classroom application.

You’ll build foundational knowledge in:

How the brain learns to read and the principles of structured literacy
The language systems that support reading and writing
Phonological and phonemic awareness
The development of reading and spelling skills
Phonics instruction, including syllable types and decoding strategies

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 also includes opportunities for personalized feedback and virtual coaching to support implementation and deepen instructional impact.

Topics Covered:

Topic One: Introduction to Structured Literacy and the Science of Reading
Topic Two: Phonological and Phonemic Awareness
Topic Three: Reading and Spelling Development
Topic Four: Phonics and Syllable Types

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 foundational reading skills and how students learn to read. The course content, activities, and strategies are applicable for educators and administrators working in grades K-5, or who support striving adolescent readers in grades 6-12.

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. These sessions offer dedicated time to receive targeted, actionable support tailored to your unique instructional context and student needs. During coaching sessions, you can:

Discuss specific literacy challenges you’re seeing with your students
Receive feedback on your developing lesson plan, instructional strategies, and submitted video(s)
Review student work samples or course materials to inform next steps
Explore ways to adapt course strategies for your grade level, content area, or learner population
Ask questions, troubleshoot implementation barriers, and reflect on your learning

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 & Objectives

Course Goals: This course is designed to build foundational knowledge in the principles of Structured Literacy and the Science of Reading, equipping participants with the skills to understand how the brain learns to read, support language development, and deliver effective instruction in phonological awareness, reading and spelling development, and phonics, including syllable types and decoding strategies.

Course Objectives:

Explain the principles of Structured Literacy and the key findings from the Science of Reading, including how the brain learns to read.
Identify and describe the language systems that support reading and writing development.
Demonstrate an understanding of phonological and phonemic awareness, including their role in early reading instruction.
Analyze the typical progression of reading and spelling development in children.
Apply knowledge of phonics instruction, including the six syllable types and evidence-based decoding strategies, to support student learning.
Evaluate one’s instructional practices against evidence-based practices
Identify and apply appropriate instructional strategies for evidence-based literacy practices

Required Readings/Resources

All readings, videos, podcasts, and recommended resources are included in the cost of this course. All materials will be shared via Google.

Readings include:

Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Special issue: The science of reading: Supports, critiques, and questions. Reading Research Quarterly, 55(S1), S45-S60.

Institute of Multi‑Sensory Education. (2020, May 15). How spelling affects reading and writing [Blog post]. IMSE Journal. https://journal.imse.com/how-spelling-affects-reading-and-writing/

Moats, L. C. (2020). Teaching reading is rocket science. American Federation of Teachers. https://www.aft.org/sites/default/files/moats.pdf

Melissa & Lori Love Literacy™. (2022, April 1). Ep. 100: Trauma and reading with Dr. Steven Dykstra [Audio podcast episode]. In Melissa & Lori Love Literacy™. Apple Podcasts. https://podcasts.apple.com/us/podcast/ep-100-trauma-and-reading-with-dr-steven-dykstra/id1463219123?i=1000555942998

Paulson, L. H., & Naftel, S. (2023). Teaching phoneme awareness in 2023: A guide for educators [PDF guide]. Lexia Learning. https://www.lexialearning.com/resources/guides/teaching-phoneme-awareness-2023-a-guide-for-educators

For additional course information

Leigh Buettler

(802) 276-8783

For additional registration information

Center for Schools Team

(802) 468-1325