#  EDST 108: The Science of Teaching Reading, Preventing and Addressing Reading Difficulties 

 





 Semester:   Spring 

 

 

 

Many children have difficulty learning to read proficiently. This course will explore the sources and mechanisms of reading difficulties, considering learning differences and disabilities as well as the sociocultural context. We will also examine evidence-based practices for preventing and ameliorating reading difficulties in school-age children. The course will address cognitive processes that underlie reading difficulties, as well as socioemotional domains that co-develop with reading acquisition. We will consider reading challenges using a strengths-based approach that privileges access to complex academic tasks alongside their grade-level peers and attends to the sociocultural contexts in which reading development occurs. Our focus will be on the United States context, with options for course members to explore reading from international perspectives. The course will emphasize practical applications of research evidence to support all readers, from the perspectives of educators of school-age students with reading challenges, school- and district-level administrators, and policy makers. In so doing, we will address common myths and misconceptions about dyslexia, supports for culturally and linguistically diverse students to leverage their funds of knowledge during reading tasks, the co-occurrence of other academic challenges (e.g., ADHD, math disability, etc.), and school-level policies that can optimize reading outcomes for all children. Doctoral and master's level students are welcome (undergraduates with permission).



 

 



 

 See also:- [ Elective Course ](/course-type/elective-course)
- [ EDST ](/department/edst)
- [ Faculty of Arts and Sciences (FAS) ](/school/faculty-arts-and-sciences-fas)