"Bridging the Gap Between Educational Research & Practice."
Reading Development Explained for Groups, Schools & Districts
Best Practices for Reading Instruction and Interventions!
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ABOUT
Reading Development Explained lessons follow a logical sequence so that educators understand foundational concepts about reading development before learning the 5 pillars or keys of reading instruction. The course does not deliver a curriculum or set program, but rather provides practical knowledge and actual materials to use with students.
Contact us using the form on this page for more information about our Reading Development Explained Course for Groups, Schools and Districts programs.
For the Students
Differentiated reading instruction is essential if we want all students to succeed. Reading Development Explained provides information about screening student so that educators understand their unique learning profile and can tailor instruction to their needs.
For the Educator
Knowledge is power…
Reading Development Explained gives teachers the knowledge they need to make sure that learning to read is not left to chance. This course empowers educators to use effective instructional strategies across the tiers, in addition to providing them materials and resources to use with their teaching.
Overall
Reading Development Explained ignites the desire to learn more about several facets of reading instruction. It provides a solid foundation on how the brain learns to read, while giving practical knowledge of how to actually teach it.
In addition to the course content, there are different ways to access virtual support with Garforth Education’s experts and online community.
What’s Inside “Reading Development Explained”?
Reading Development Explained is a self-paced course designed for educators to better understand how the human brain learns to read and what that looks like for reading instruction. It provides practical information about both theory and practice. The resources included in the course allow you to take what you learn to teaching.
Click through the 8 Modules of Garforth Education's Reading Development Explained . . .
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Reading Development Explained is a course designed to provide a solid foundation in how we learn to read.
It focuses on current research on reading development.
It addresses recommendations 54, 55 & 56 from the Ontario Human Rights Commission’s Right To Read PubIic Inquiry.
#54
The Ontario College of Teachers should require that any additional qualification courses on reading offered by any AQ provider in Ontario (Reading Part 1 and Part 2, Reading Specialist) provide advanced knowledge on:
a. The foundations of word-reading and spelling
b. The central role of word-reading in reading comprehension
c. Models for understanding how proficient word reading develops
d. Best practices for teaching students on phonemic awareness, phonics and word-reading proficiency, and more advanced word study, including syllable and morphological knowledge and analysis
e. The core features of reading disabilities/dyslexia. Dyslexia should be named and explained
f. Early warning signs of risk for reading difficulties
g. Understanding and practicing using scientifically validated early screening
tools and scientifically supported methods of classroom reading assessment to guide reading instruction
h. Understanding differentiated reading, spelling and writing instruction
i. Effective accommodations for reading difficulties and how to successfully
implement them in the classroom
j. Understanding evidence-based early and later interventions that are used in
Ontario school boards, and how to support students in the classroom when
they are receiving these interventions.
ONTARIO HUMAN RIGHTS COMMISSION
RIGHT TO READ INQUIRY REPORT
#55
The Ontario College of Teachers should require that any additional qualification courses on special education/inclusive educations/ students with exceptionalities offered by any AQ provider in Ontario (Special Education Part 1 and Part 2, Special Education Specialist) provide advanced knowledge in:
a. The core features of reading disabilities and dyslexia. Dyslexia should be named and explained
b. Early warning signs of risk for reading difficulties
c. Effective reading instruction and interventions, and Response to Intervention (RTI)/Multi-tiered System of Supports (MTSS) models
d. The critical place of evidence-based instruction as a key component of a Universal Design for Learning approach
e. Effective accommodations for reading difficulties and how to successfully implement them in the classroom
f. The difference between accommodations and modifications to curriculum expectations, and the limited role of modifications (see also section 11,
Accommodations)
g. Understanding evidence-based early and later interventions that are used in Ontario school boards, and how to support students when they are receiving these interventions
h. How to support their school or board in using data collection and monitoring to
inform RTI/MTSS.
ONTARIO HUMAN RIGHTS COMMISSION
RIGHT TO READ INQUIRY REPORT
#56
The Ministry of Education (Ministry) should work with external expert(s) to develop a
comprehensive, sustained and job-embedded in-service teacher professional learning program and resources that address early reading instruction and reading disabilities/ dyslexia that includes:
a. The foundations of word reading and spelling
b. The central role of word reading in reading comprehension
c. Models for understanding how proficient word reading develops
d. Best practices for teaching students phonemic awareness, phonics, and more advanced word study, including syllable and morphological knowledge and analysis
e. The core features of reading disabilities/dyslexia. Dyslexia should be named and explained
f. Early warning signs of risk for reading difficulties
g. Understanding and practicing using scientifically validated early screening tools and scientifically supported methods of classroom reading assessment to guide reading instruction
h. Understanding differentiated reading, spelling and writing instruction
i. Effective accommodations for reading difficulties and how to successfully implement them in the classroom
j. Using evidence-based materials and programs in classroom and small-group applications
k. Understanding evidence-based early and later interventions that are used in Ontario school boards, and how to support students in the classroom when they are receiving these interventions.
ONTARIO HUMAN RIGHTS COMMISSION
RIGHT TO READ INQUIRY REPORT
About the Business
Garforth Education welcomes clients of all ages and with different academic needs including learning disorders, ADHD, Autism Spectrum, and low incidence special needs.
At Garforth Education, we believe that everybody has a unique learning profile with different strengths and challenges. When considering this profile to design a personalized education plan, it is possible to find a pathway to success at any age.
Garforth Education
Email
info@garfortheducation.com
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Phone
604-359-9414
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Address
Located in Richmond BC
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