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The course aligns with the Illinois Comprehensive Literacy Plan and each module unpacks components of Scarborough’s Reading Rope, linking them to best practices for equitable literacy instruction. Targeting a K-12 audience, it includes 12 module checkpoints with embedded multiple-choice assessments, totaling about 12–15 hours, and is free with registration required.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-the-research-says-effective-reading-instruction-for-all-students-course-syllabus/536035/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-the-research-says-effective-reading-instruction-for-all-students-course-syllabus/536035.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the overarching purpose of the course?","Question",{"text":112,"@type":113},"The course helps educators understand what research says about how children learn to read, and it supports more effective, equitable literacy instruction aligned to educators’ contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who is the intended audience and who can benefit?",{"text":117,"@type":113},"The course is designed for staff members, including teachers, school leaders, and education stakeholders, and it is applicable to a K-12 audience, with special emphasis for supporting secondary readers.",{"name":119,"@type":110,"acceptedAnswer":120},"How is learning assessed in the course?",{"text":121,"@type":113},"The course includes 12 embedded “Module Checkpoints,” and each checkpoint consists of five multiple-choice questions designed to assess understanding of key concepts from preceding modules.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},536035,1792188331,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","What the Research Says:  \nEffective Reading Instruction for All Students  \nOverarching Purpose of this Course: We know how important it is for educators to understand what the research says about how children learn how to read. We also know that some of the existing programs that build teachers’ knowledge of this topic are lengthy and expensive, which in some cases can result in limited time and attention spent on HQIM and implementation support. We are designing and sharing this freely available course in alignment with the Illinois Comprehensive Literacy Plan and with the goal of building educators’ understanding of the reading research so they can more effectively ensure equitable literacy instruction in their contexts. In each module, we’ll unpack a component of Scarborough’s Reading Rope1 and make connections to best practice for instruction.  \nIntended Audience: This course will deepen understanding of evidence-based reading instruction and its implications on instruction for staff members. This course is beneficial for teachers, school leaders, and other stakeholders in education who want to build their knowledge of how children learn to read with the goal of improving student outcomes. While some of the foundational skills topics will feel more relevant to elementary audiences, we have designed all sessions to be applicable to a K-12 audience. Additionally, in light of the lasting impact of Covid-19 , we believe it is more important than ever for those supporting secondary readers tobe well-versed in foundational reading skills so they can identify and address unfinished instruction.  \nApproximate Number of Hours for Completion: 12-15 hours  \nEmbedded Assessment: There are 12 embedded “Module Checkpoints” which are designed to assess understanding of key concepts in the preceding modules. Each Module Checkpoint consists of five multiple-choice questions.  \nCost: Free ( Registration Required)  \nCourse Syllabus  \n\n| Number | Title | Objectives |\n| --- | --- | --- |\n| Module 1 | Introduction to the Reading Research | ● Define the components of skilled reading.\u003Cbr>● Articulate what the research says about how children learn to read. |\n| Module 2 | Reading Foundational Skills and Best Practices for Instruction | ● Define the four foundational skills.\u003Cbr>● Learn about the role of structured, systematic foundational skills instruction to support internalization of the foundational skills. |\n| Module Checkpoint \\#1 |  |  |\n\n1 Scarborough, H. S. (2001) . Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice.  \n\n| Module 3 | Introduction to Emergent Literacy Skills | ● Learn about the first foundational skill and other emergent literacy skills, including oracy.\u003Cbr>● Review a scope and sequence of how students develop emergent literacy skills across time.\u003Cbr>● Identify instructional strategies to support emergent literacy. |\n| --- | --- | --- |\n| Module Checkpoint \\#2 |  |  |\n| Module 4 | Word Recognition: Phonological Awareness | ● Identify the difference between phonological and phonemic awareness.\u003Cbr>● Learn the scope and sequence of how students develop phonological awareness.\u003Cbr>● Identify what these skills look like in action.\u003Cbr>● Learn instructional strategies to support each of these skill sets. |\n| Module 5 | Word Recognition: Phonemic Awareness | ● Identify the difference between phonological and phonemic awareness.\u003Cbr>● Learn the scope and sequence of how students develop phonemic awareness.\u003Cbr>● Identify what these skills look like in action.\u003Cbr>● Learn instructional strategies to support each of these skill sets. |\n| Module Checkpoint \\#3 |  |  |\n| Module 6 | Word Recognition: Basic and Advanced Phonics | ● Define phonics.\u003Cbr>● Learn the scope and sequence of how students acquire these skills over time. |\n| Module 7 | Research-Based Practices for Teaching Phonics | ● Engage with a video analysis to identify which phonics skill is being practiced.\u003Cbr>● Learn about inst","cbCaivDI6mvUmZS6","https://ap.wps.com/l/cbCaivDI6mvUmZS6","pdf",385581,"English","# Overarching Purpose of this Course\n# Intended Audience\n# Approximate Number of Hours for Completion\n# Embedded Assessment\n# Cost\n# Course Syllabus\n## Module 1: Introduction to the Reading Research\n## Module 2: Reading Foundational Skills and Best Practices for Instruction\n## Module 3: Introduction to Emergent Literacy Skills\n## Module 4: Word Recognition: Phonological Awareness\n## Module 5: Word Recognition: Phonemic Awareness\n## Module 6: Word Recognition: Basic and Advanced Phonics\n## Module 7: Research-Based Practices for Teaching Phonics\n## Module 8: Reading Fluency: The Bridge to Comprehension\n## Module 9: Language Comprehension: Text-Centered Instruction and Text Complexity\n## Module 10: Language Comprehension: Background Knowledge\n## Module 11: Language Comprehension: Vocabulary\n## Module 12: Language Comprehension: Language Structures (Syntax and Semantics)","[{\"question\":\"What is the overarching purpose of the course?\",\"answer\":\"The course helps educators understand what research says about how children learn to read, and it supports more effective, equitable literacy instruction aligned to educators’ contexts.\"},{\"question\":\"Who is the intended audience and who can benefit?\",\"answer\":\"The course is designed for staff members, including teachers, school leaders, and education stakeholders, and it is applicable to a K-12 audience, with special emphasis for supporting secondary readers.\"},{\"question\":\"How is learning assessed in the course?\",\"answer\":\"The course includes 12 embedded “Module Checkpoints,” and each checkpoint consists of five multiple-choice questions designed to assess understanding of key concepts from preceding modules.\"}]","What the Research Says - Effective Reading Instruction for All Students - Course Syllabus | PDF",1791601659,13]