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  2. EDU H860

The Science of Teaching Reading: Preventing and Addressing Reading Difficulties
EDU H860

Course Information

Description

Many children have difficulty learning to read proficiently. This course will explore the sources and mechanisms of reading difficulties, considering learning differences and disabilities as well as the sociocultural context. We will also examine evidence-based practices for preventing and ameliorating reading difficulties in school-age children. The course will address cognitive processes that underlie reading difficulties, as well as socioemotional domains that co-develop with reading acquisition. We will consider reading challenges using a strengths-based approach that privileges access to complex academic tasks alongside their grade-level peers and attends to the sociocultural contexts in which reading development occurs. Our focus will be on the United States context, with options for course members to explore reading from international perspectives. The course will emphasize practical applications of research evidence to support all readers, from the perspectives of educators of school-age students with reading challenges, school- and district-level administrators, and policy makers. In so doing, we will address common myths and misconceptions about dyslexia, supports for culturally and linguistically diverse students to leverage their funds of knowledge during reading tasks, the co-occurrence of other academic challenges (e.g., ADHD, math disability, etc.), and school-level policies that can optimize reading outcomes for all children. Doctoral and master's level students are welcome (undergraduates with permission).

School Graduate School of Education
Credits 4
Cross Reg

Available for Harvard Cross Registration

Department Education
Course Component Regular Course
Instruction Mode In Person
Subject Education
Grading Basis HGSE Student Option (Letter Graded, Sat/Unsat)
Learning Goals What am I expected to learn in this course? Upon successful completion, you will be able to: (1) Explain the sources and mechanisms of reading difficulties, recognizing that difficulties occur on a continuous distribution and there are various risk and resilience factors in and outside the individual; (2) Evaluate policies, systems, practices, and programs related to reading assessment and instruction based on their specific research and their alignment with research-based practices; (3) with an understanding of the ongoing tensions present in the “reading wars” and the current state of the science of teaching reading, develop a vision for the future of reading instruction, with particular attention on supporting students with reading difficulties.
Career Focus <p>Teacher, instructional leader, reading coach, reading researcher, school administrator, policy maker, parent advocate</p>