About Reading Academy—Series A

This course has been approved as an Oregon Dyslexia—Related Training course.

This course combined with Reading Academy—Series B has been approved as an Arizona Dyslexia Training Designee course.

Structure of Workshops

Most workshops will take approximately three hours to complete. The focus is on helping teachers improve, refine, and differentiate instruction. 

For most workshops the instructor will: 

  • Explain the topic connected to reading instruction.
  • Connect to key scientific research ideas related to topic.
  • Provide models of effective instruction.
  • Facilitate practice/discuss feedback/explain Observation Forms.
  • Compare instructional materials to course learning.
  • Outline next steps to improve classroom instruction.

Reading Academy—Series A: Foundational Skills
This series contains eleven workshops. The focus for each workshop is described below.

A1 OVERVIEW 
Reading Research and Common Core State Standards
Recommended Grade Levels: K-5
Prerequisites: None

A2  PHONOLOGICAL AWARENESS 
Recommended Grade Levels: K-1
Prerequisites: A1

A3  PHONICS/WORD RECOGNITION     
Letter Names, Letter/Sounds, Sound/Spellings, and Blending
Recommended Grade Levels: K-2 and Intervention for 3-5
Prerequisites: A1

A4 PHONICS/WORD RECOGNITION   
Regular and Irregular Word Reading, and Decodable Text
Recommended Grade Levels: K-2 and Intervention for 3-5
Prerequisites: A1, A3

A5  STRUCTURAL ANALYSIS/WORD RECOGNITION 
Blending Word Parts and Syllabication
Recommended Grade Levels: 1-5
Prerequisites: A1, A5

A6  STRUCTURAL ANALYSIS/WORD RECOGNITION 
Reading by Morphemes and Phonics/Decoding Strategy
Recommended Grade Levels: 1-5
Prerequisites: A1, A5

A7  FLUENCY 
Recommended Grade Levels: K-5
Prerequisites: A1

A8   DATA-DRIVEN DIFFERENTIATED INSTRUCTION
Planning for Tier 1 invitational groups and Tier 2 instruction
Recommended Grade Levels: K-5
Prerequisites: A1

A9  STRENGTHENING THE CORE WITH   
TIER 1 PRACTICE SETS
Planning to use data to build K-5 practice sets for Tier 1 instruction, planning for application in text
Recommended Grade Levels: K-5
Prerequisites:
K: A1, A2, A3, A4
1: A1, A2, A3, A4, A5, A6
2: A1, A3, A4, A5, A6
3-5: A1, A5, A6

A10  K-1 Tier 2 INTERVENTION/ENRICHMENT
Planning for K-1 phonics intervention/ enrichment, building practice sets from clipboard checks, practice reading folders, and creating a lesson format
Recommended Grade Levels: K-1
Prerequisites: A1, A2, A3, A4

AD  RECOGNIZING AND UNDERSTANDING DYSLEXIA
Definition, Prevalence, Indicators, Screening/Assessment, Intervention, Accommodations, and Common Myths/Misconceptions
Recommended Grade Levels: K-5
Prerequisites: None

Reading Academy—Series A Downloads

Catalog Description and MLA Preview

Reading Academy Series Catalog Description

Master Licensing Agreement Preview

About the Instructor

Educational Consultant/C.E.O., Ashlock Consulting, Inc.

Jennifer Ashlock

President and owner, Jennifer Ashlock established Ashlock Consulting, Inc. in 2004. She has 20 years  of full-time/part-time classroom experience in California and has worked in four different school districts. Before starting her own company, she managed consultants and wrote professional development for another California company that was dedicated to teaching scientifically-based reading research instruction. She has a Bachelor of Science Degree in Mathematics, a Master of Science Degree in Literacy and coaching/leadership experience.

Course Curriculum

  • 1

    Registration

    • Understanding and Signing the Master License Agreement

    • Ashlock Consulting Master License Agreement

    • Ashlock Consulting's Master License Agreement Quiz
  • 2

    Welcome Information

    • Welcome!

    • Intro to Science of Reading Research Anthology

    • Required Articles for Arizona K-5 Literacy Endorsement

    • Tips for Navigating Thinkific
  • 3

    The Simple View of Reading: Three Assessments of Its Adequacy

    • The Simple View of Reading: Three Assessments of Its Adequacy
  • 4

    The Simple View of Reading: Advancements and False Impressions

    • The Simple View of Reading: Advancements and False Impressions Chapter title
  • 5

    Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities

    • Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Opportunities
  • 6

    The Science of Learning to Read Words: A Case for Systematic Phonics Instruction

    • Pre-Read Article Before Assignment

    • The Science of Learning to Read Words: A Case for Systematic Phonics Instruction
  • 7

    Orthographic Mapping in the Acquisition of Sight Word Reading Spelling Memory and Vocabulary Learning

    • Orthographic Mapping in the Acquisition of Sight Word Reading Spelling Memory and Vocabulary Learning
  • 8

    The Science of Reading Comprehension Instruction

    • The Science of Reading Comprehension Instruction
  • 9

    WWCH IES: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade

    • Note Before Reading

    • Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
  • 10

    WWCH IES: Improving Reading Comprehension in Kindergarten Through 3rd Grade: IES Practice Guide

    • Note Before Reading

    • Improving Reading Comprehension in Kindergarten Through 3rd Grade: IES Practice Guide
  • 11

    Working Smarter, Not Harder: What Teachers of Reading Need to Know and Be Able to Teach

    • Working Smarter, Not Harder: What Teachers of Reading Need to Know and Be Able to Teach
  • 12

    Understanding Multimodal Instruction in PreK-5 Literacy | Inspired Ideas

    • Understanding Multimodal Instruction in PreK-5 Literacy
  • 13

    Science of Reading Research Anthology Bibliography

    • Science of Reading Research Anthology Bibliography