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Course Number:	EDX 5710 S63
Instructor:	Leigh Buettler, M.Ed.
Location:	Online- asyncronously
Dates and Times:	July 8 - August 21, 2026.
Credits:	Two Graduate Credits
Tuition:	Set by and payable to educational partner

Course Description

Strengthen your understanding of how students learn to read and how you can support every learner through this four-part, self-paced webinar series. Grounded in the Science of Reading, this interactive course introduces the essential components of structured literacy and connects research to practical classroom application.

You’ll build foundational knowledge in:

• How the brain learns to read and the principles of structured literacy
• The language systems that support reading and writing
• Phonological and phonemic awareness
• The development of reading and spelling skills
• Phonics instruction, including syllable types and decoding strategies

Through a blend of recorded webinars, interactive practice, and curated resources, you’ll gain concrete tools to strengthen instruction and build confidence in supporting all readers.

Topics Covered:

• Introduction to Structured Literacy and the Science of Reading
• Phonological and Phonemic Awareness
• Reading and Spelling Development
• Phonics and Syllable Types
  
  

This series is designed for educators and administrators who want to grow or refine their knowledge of foundational reading skills and how students learn to read. The course content, activities, and strategies are applicable for educators working in grades K–5 or supporting striving adolescent readers in grades 6–12.

The summer course is fully asynchronous and self-paced. You’ll engage with recorded webinars, interactive activities, and curated resources while receiving personalized, specific feedback on written assignments from course instructors. This feedback is tailored to your responses and reflections, helping you connect course content directly to your classroom practice. There is an optional fall practicum that you can enroll in separately for personalized learning through synchronous, virtual coaching sessions.

Audience: Elementary, middle school and high school teachers, special educators, specialists, interventionists, private tutors, and literacy coaches who have an earned bachelor's degree.

Course Goals & Objectives

Course Goals: This course is designed to build foundational knowledge in the principles of Structured Literacy and the Science of Reading, equipping participants with the skills to understand how the brain learns to read, support language development, and deliver effective instruction in phonological awareness, reading and spelling development, and phonics, including syllable types and decoding strategies.

Course Objectives:

• Explain the principles of Structured Literacy and the key findings from the Science of Reading, including how the brain learns to read.
• Identify and describe the language systems that support reading and writing development.
• Demonstrate an understanding of phonological and phonemic awareness, including their role in early reading instruction.
• Analyze the typical progression of reading and spelling development in children.
• Apply knowledge of phonics instruction, including the six syllable types and evidence-based decoding strategies, to support student learning.
• Evaluate one’s instructional practices against evidence-based practices
• Identify and apply appropriate instructional strategies for evidence-based literacy practices

Required Readings/Resources

All readings, videos, podcasts, and recommended resources are included in the cost of this course. All materials will be shared via Google.

 Readings include:

Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Special issue: The science of reading: Supports, critiques, and questions. Reading Research Quarterly, 55(S1), S45-S60.

Institute of Multi鈥慡ensory Education. (2020, May 15). [Blog post]. IMSE Journal. https://journal.imse.com/how-spelling-affects-reading-and-writing/

Moats, L. C. (2020). Teaching reading is rocket science. American Federation of Teachers. https://www.aft.org/sites/default/files/moats.pdf

Melissa & Lori Love Literacy™. (2022, April 1). Ep. 100: [Audio podcast episode]. In Melissa & Lori Love Literacy™. Apple Podcasts. https://podcasts.apple.com/us/podcast/ep-100-trauma-and-reading-with-dr-steven-dykstra/id1463219123?i=1000555942998

Paulson, L. H., & Naftel, S. (2023). [PDF guide]. Lexia Learning. https://www.lexialearning.com/resources/guides/teaching-phoneme-awareness-2023-a-guide-for-educators

For additional course information

Leigh Buettler

(802) 276-8783

For additional registration information

Center for Schools Team

(802) 468-1325