Educator Training Opportunities
Courses and Workshops:
Disclaimer: The International Dyslexia Association (IDA) is pleased to present a forum for information to benefit its constituents. It is IDA’s policy not to recommend or endorse any specific program, product, institution, company, or instructional material, noting that there are a number of these that present the critical components of instruction defined by IDA’s Knowledge and Practice Standards for Teachers of Reading. Any program, product, institution, company, or instructional material carrying the IDA seal of accreditation meets the IDA Standards.
IDA-GA provides the following list of courses and workshops so that Georgia educators, administrators, and parents will know about the many opportunities to learn about struggling learners and components of structured literacy. Please check with the individual training agencies regarding dates, times, and locations.
Courses and Workshops (an extensive, yet not exhaustive, list)
MORE Courses and Workshops! Independent Teacher Training Programs Accredited by IDA
University of Georgia Graduate Program – Certificate in Dyslexia (Online – 4 Semesters)
IDA-GA offers scholarships to classroom teachers and school administrators. Please click on the Scholarships and Grants tab above for more information. If you would like to help support the Scholarship and Grant program, please contact us at https://ga.dyslexiaida.org/contact-us/.
Effective Reading Instruction
The Knowledge and Practice Standards / Structured Literacy (TM)
What is Structured Literacy (TM)?
- Read the Educator Training Initiatives Brief, Structured Literacy: An Introductory Guide (March 2019).
- Read the IDA Fact Sheet entitled Structured Literacy: Effective Reading Instruction for Students with Dyslexia and Related Reading Difficulties
- Read Here’s Why Schools Should Use Structured Literacy, an article by L. Spear-Swerling, Ph.D. (June 2019).
The identification of individuals with dyslexia and other reading difficulties and appropriate instruction by a well-trained teacher using a structured approach to teaching reading has been a cornerstone of IDA since its beginning.
Although dyslexia and related reading and language problems may originate with neurobiological differences, they are mainly treated with skilled teaching. Effective classroom instruction delivered by a knowledgeable teacher, especially in the early grades, can prevent or at least effectively address and limit the severity of reading and writing problems. The methods supported by research are explicit, systematic, cumulative, and multisensory in that they integrate listening, speaking, reading, and writing. They are also multilinguistic, as they directly teach the structure of language at all levels, including the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), word and phrase meanings (semantics), and the organization of spoken and written discourse. The strategies emphasize planning, organization, attention to task, critical thinking, and self-management. (Excerpt 2018 KPS Executive Summary https://app.box.com/s/21gdk2k1p3bnagdfz1xy0v98j5ytl1wk)
IDA Knowledge and Practice Standards for Teachers of Reading (KPS) outlines the components of Structured Literacy and defines what all teachers of reading need to know and be able to do to teach all students to read proficiently. The International Dyslexia Association’s Educator Training Initiatives (ETI) Committee has refined the Knowledge and Practice Standards (KPS) to bring greater specificity to how knowledge of the standards could be assessed in the context of coursework and how practical applications of Structured Literacy could be demonstrated in supervised practicum contexts.
IDA has begun aligning educator preparation resources, including publications, webinars, and information briefs, with the KPS to support their use in pre-service and in-service educator preparation contexts.
The Center for Effective Reading Instruction (CERI), a subsidiary of the International Dyslexia Association, issues certifications to those who possess the knowledge and skill necessary to implement Structured Literacy (TM) practices. The following CERI certifications are awarded only to those educators who have demonstrated the ability to have a meaningful impact on the rate of improvement for students identified as “at-risk” for reading failure or identified with a Specific Learning Disability, including dyslexia.
- Structured Literacy Classroom Teacher Knowledge Certificate
- Structured Literacy Dyslexia Interventionist Certification
- Structured Literacy Dyslexia Specialist Certification
To learn more about the certificate and certifications, please visit the Center for Effective Reading Instruction (CERI).
Reading 101 is a free, self-paced, 9-module professional development course for K-3 teachers, developed by Reading Rockets. The program, developed by Reading Rockets in collaboration with the Center for Effective Reading Instruction and The International Dyslexia Association, provides teachers with an in-depth knowledge of reading and writing so they are prepared to guide their students into becoming skilled and enthusiastic readers and writers. This course helps prepare teachers who are interested in taking the Center for Effective Reading Instruction (CERI) exam. Those who pass the exam can apply for certification as a Structured Literacy Classroom Teacher. The certification demonstrates that an educator is highly trained to teach reading effectively to all students in the classroom, but particularly those for whom reading is a challenge due to a native language other than English, lack of language exposure, or other learning challenges.
The following books are also recommended for teachers:
- Expert Perspectives on Interventions for Reading by L.C. Moats, K.E. Dakin, & R.M. Joshi (2012)
- Fundamentals of Literacy Instruction and Assessment, Pre-K-6 by M. Hougen & S. Smartt (2012)
- Multisensory Teaching of Basic Language Skills by J.R. Birsh (2011)
- Check back as we continue to add to this list additional books which are helpful for teachers interested in learning more about the Structured Literacy approach to instruction.
- Joshi, M., Treiman, R., Carreker, S., & Moats, L.C. (2008/2009) How words cast their spell: Spelling is an integral part of learning the language, not a matter of memorization. American Educator, 32(4), 6-16, 42-43.
- Moats, Louisa C. (2005). How Spelling Supports Reading. American Educator, Winter 2005/06, 12-43.
“Teaching reading to a student who does not learn easily or naturally is a complex and challenging professional enterprise that requires deep knowledge of content, of the cognitive and language factors that shape student learning, and of pedagogical detail.”
Scholarships and Grants
IDA-GA offers scholarships to classroom teachers and school administrators who are interested in taking courses that teach the components of Structured Literacy as outlined by the IDA Knowledge and Practice Standards. Please click on the Scholarships and Grants tab above for more information.
Conference Audio Recordings with PowerPoints
Have you been unable to attend IDA’s Reading, Literacy & Learning Conference? Check out @DyslexiaIDA’s on-demand content. Session recordings w/ slide decks from 2017, 2018, and 2019 are now available: https://ida.digitellinc.com/ida/store/9/index/9
Save the date for the 2020 Reading, Literacy and Learning 2020 Annual IDA Conference in Aurora, Colorado: https://na.eventscloud.com/ehome/521549