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									Title: Study of Language Essentials for Teachers of Reading and Spelling (LETRS) Part 1 (K-12)

Course Description
This course provides foundational knowledge to all teachers of reading, with the goal of understanding how children learn
to read, the nature and causes of individual differences in reading skill, and the research-based practices that lead to
optimal student achievement. The course is the first of two that address all the essential components of reading. This first
course focuses on the acquisition of phoneme awareness, word reading and spelling accuracy, and passage reading
fluency. We study the processing requirements of reading and the language systems upon which proficient reading
depends. This content knowledge base is applied to the design of instruction of a diverse group of students, including
those with disabilities, students from culturally and linguistically diverse populations, and high-achieving students.

Carol Tolman, Ed.D.
Involved from its inception with LETRS, Dr. Tolman is a LETRS National Trainer and co-author of LETRS Module 1
with Dr. Louisa Moats. Carol’s many publications include the complete series of twelve Presenter’s Kits for each LETRS
Module. She is also the author of Working Smarter, Not Harder: What teachers of reading need to know, which can be
found within the International Dyslexia Association Perspectives publication. As a special educator with over 25 years of
public school experience, Carol spent 12 of those years designing and implementing an innovative, exemplary program
for academically challenged high school students. With experiences in elementary, middle, high school, and the juvenile
justice system, her credentials include a Bachelor’s Degree in Special Education, a Master's Degree in curriculum and
instruction, and a Doctorate in educational psychology, with a concentration in reading.

Daily Time Schedule 8:30 AM – 4:00 PM

Time: Six days (36 contact hours) plus a half-day follow-up session

PDPs without graduate credit - 36, PDPS with graduate credit – 54

Instructor: Dr. Carol Tolman

Graduate Credits;
3 graduate credits are available through Bay Path College. Additional course work is required. Payment of $150.00 is
made to Bay Path College on the first day of class.

Learning Outcomes
Upon mastery of the course objectives, the education student will demonstrate knowledge of:

    1. Current and historical theoretical underpinnings of reading instruction, to include brain studies depicting the
       nature of skilled reading; findings of eye movement research; and results of longitudinal research on the
       development of literacy. Comparisons will be made to the earlier three-cueing system model.
    2. The phases of early reading and spelling development and implications for assessment and instruction.
    3. Phonetics of the English language: accurate identification and articulation of phonemes in spoken words; the
       vowel and consonant phonemes of English and their relationship with one another; the contrast between English
       and Spanish phonology and American dialects.
    4. Phonological Awareness Instruction: terminology, scope and sequence of skills, and instructional practices.
    5. Structure of English Orthography: historical roots, terminology, scope and sequence of skills, and instructional
       practices for teaching decoding and encoding.
    6. Morphology: connections to vocabulary development; scope and sequence for instructional purposes, including
       inflectional suffixes, prefixes, Anglo-Saxon words, and Latin roots.
    7. The impact of fluency on reading comprehension, with a focus on research-based instructional practices.
    8. Selection and use of appropriate screening tools, informal assessments, spelling inventories, and instructional
        materials for core and supplemental programming. (Diagnostic testing will be introduced.)
    9. Resources for research based reading practices, to include publications, international associations, web sites, and
        peer-reviewed journals.
    10. Methods to support classroom teachers, paraprofessionals, and other support personnel in their reading

Materials Provided
       Birsh, J. R. (2005) Multisensory Teaching of Basic Language Skills, Second Edition, Baltimore, MD: Brooke’s
       Moats, L.C. (2005). Language Essentials for Teachers of Reading and Spelling (LETRS). Longmont, CO: Sopris
       LETRS Module 1, Second Edition: The Challenge of Learning to Read
       LETRS Module 2, Second Edition: The Speech Sounds of English: Phonetics, Phonology, and Phoneme
       LETRS Module 3, Second Edition: Spellography for Teachers: How English Spelling Works
       LETRS Module 5, Second Edition: Getting Up to Speed: Developing Fluency
       LETRS Module 7, Second Edition: Teaching Phonics, Word Study, and The Alphabetic Principle

Who Should Attend
General education teachers
Reading specialists
Special educators
Curriculum coordinators
Literacy coordinators
Title 1 teachers
Speech and language pathologists
Administrators – principals, superintendents
Literacy coaches
Reading coaches

Administrator and teacher attendance requirement
At least three teachers from a school
School’s Principal (support module)
School’s reading specialist/coach (support module)

Follow-up day
3 hour follow-up (day 7) to develop an action plan for implementation

    Districts should budget $1233.40 for registration of each participant, plus any necessary stipends, substitutes and

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