Cracking the Code in the Secondary Grades
This 3-lesson course lays out a research-based framework for improving adolescent literacy, particularly for middle and high school students who continue to struggle with foundational reading skills. Part 1 introduces evidence-based practices for teaching multisyllabic word reading, including morphological awareness and flexible syllabication strategies. Dr. Chandler explains the role of word recognition in reading comprehension, analyzes how multisyllabic word complexity affects adolescent readers, and justifies the need for word-level instruction with empirical and theoretical evidence. Parts 2 and 3 move from theory into practical routines teachers can implement immediately with an emphasis on what works best for students who need targeted support.
This 3-lesson course lays out a research-based framework for improving adolescent literacy, particularly for middle and high school students who continue to struggle with foundational reading skills. Part 1 introduces evidence-based practices for teaching multisyllabic word reading, including morphological awareness and flexible syllabication strategies. Dr. Chandler explains the role of word recognition in reading comprehension, analyzes how multisyllabic word complexity affects adolescent readers, and justifies the need for word-level instruction with empirical and theoretical evidence. Parts 2 and 3 move from theory into practical routines teachers can implement immediately with an emphasis on what works best for students who need targeted support.
By the End of This Course Youʹll Be Able To
- Explain the role of word recognition in reading comprehension using models such as the Simple View of Reading and the Direct and Indirect Effects of Reading.
- Analyze how multisyllabic word complexity affects adolescent readers, particularly in the secondary grades.
- Justify the need for word-level instruction in secondary settings with empirical and theoretical evidence.
- Describe four evidence-based instructional routines that support adolescent word reading.
- Select appropriate routines to integrate within content-area or intervention contexts.
- Identify tools and informal assessments to pinpoint word reading needs in adolescent students. Evaluate classroom, school, and student-level barriers to implementation.
Course Category
Recommended for
- Upper-elementary, Middle, and High School teachers
Training Hours
Why It Matters
We know from decades of research how students learn to read, how to assess to identify those at risk, and what and how to teach so that the majority of our students can be successful.
| Activities: | Type |
|---|---|
Lessons | Empty |
Cracking the Code Pre-Course Survey | Survey |
Strengthening the Foundation | Lesson |
What Works | Lesson |
Implementing What Works | Lesson |
Cracking the Code End of Course Assessment | Assessment |
Estimated Learning Time:
The following credits are available upon completion of these activities.
