Research-Based Literacy Instruction: The Science of Word Reading and Reading Fluency
This online microcredential includes three modules:
Module 1: Research-Based Literacy Instruction: The Science of Word Reading and Reading Fluency
Module 2: Word Reading and Fluency: Assessment, Instruction, and Coaching to Support Readers
Module 3: Building Bridges to Reading: Word Recognition and Fluency in Practice and Support (requires completion of Module 2)
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Course Overview
This online microcredential provides a comprehensive approach to early literacy instruction through three modules, focusing on word reading, fluency development, and responsive coaching. Modules 1 and 2 may be taken individually; module 3 requires completion of module 2. Badges and certificates of participation will be given for completion of each module. To earn the microcredential, learners must complete all three modules.
Module 1 emphasizes the foundational science of word recognition, exploring key components such as phonological awareness, phonics, decoding, and sight word recognition. It offers practical assessment tools and structured instructional strategies to help educators identify students' specific needs and design small group lessons that promote accuracy and automaticity in word reading, setting the stage for fluency and comprehension.
Module 2 builds on this foundation by addressing reading fluency as the crucial link between decoding and comprehension. It covers the multidimensional nature of fluency—including accuracy, rate, and prosody—and provides assessment tools and targeted instructional strategies for diverse learners. Educators learn to implement efficient fluency practices within whole-class or small-group settings to enhance students’ expressive and meaningful reading.
Module 3 extends fluency instruction into responsive coaching, teaching participants how to observe and analyze student reading through multiple lenses and provide targeted, developmentally appropriate feedback. This module focuses on applying fluency knowledge in real-time to support readers at various stages, ensuring instruction is tailored to each student’s needs and advancing their reading growth effectively.
Course Learning Objectives:
Define key components of word recognition and reading fluency based on current research frameworks.
Use various assessment tools to identify students’ strengths and instructional needs in word recognition and fluency.
Design targeted, sequential small group instruction that builds decoding accuracy, automaticity, and fluency skills.
Integrate isolated word practice with connected text reading using decodable texts and appropriate fluency activities.
Apply evidence-based strategies to strengthen reading accuracy, rate, and prosody through explicit instruction and repeated practice.
Analyze student reading samples through multiple lenses (accuracy, rate, prosody) to provide targeted, in-the-moment feedback.
Differentiate coaching approaches to meet readers’ developmental needs and connect instructional practices to comprehensive literacy development.