• EDU 5635: DIP Effective Phonics

  1.00 Credits

  University of Utah

  
  This undergraduate/graduate continuing education course is made possible through the joint services of the University of Utah Reading Clinic and Reading Horizons. It is designed to help educators develop an introductory understanding of the theory and practice of phonics instruction for beginning, intermediate, and struggling readers. The course is open to educators of all ranks and experience levels, including, but not limited to: regular classroom teachers from an grade level, paraprofessionals, special educators, reading specialists, administrators, English-language-learning personnel, and university education students. The course is open to parents.
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• EDU 5636: Wilson Level 1

  9.00 Credits

  University of Utah

  
  To help educators develop introductory theoretical and practical knowledge of effective, research-based intervention for students with severe reading difficulties. Admission is limited to students who have been accepted into a University of Utah Reading Clinic practicum and who have permission of the instructor.
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• EDU 5640: Next Steps Triad Prac

  3.00 Credits

  University of Utah

  
  This credit/no credit continuing education course builds on theoretical and practical knowledge gained in SP ED 5634/6634: Basis Assessment & Intervention for Struggling Readers: Next Steps Practicum. Educators will learn to execute effective, research-based assessment and intervention for struggling readers of all ages in a group format that preserves much of the power of 1-on-1 tutoring.
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• EDU 5641: Higher Steps

  3.00 Credits

  University of Utah

  
  This course is designed to help educators develop theoretical and practical knowledge of effective, research-based assessment and intervention for struggling readers of all ages who have reached an end-of-second-grade level, but whose reading abilities are below grade level expectations.
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• EDU 5642: Higher Steps Triad Prac

  3.00 Credits

  University of Utah

  
  This credit-non-credit/letter-grade graduate course is designed to help educators deliver effective, efficient research-based assessment and intervention for readers of any age who have reached an early 3rd grade level, but who are still struggling. Intervention is provided in a small group format for readers who are at approximately the same ability level. The course follows a 'practicum model,' in which educators build a conceptual framework for reading development and intervention through a semester-long, mentored intervention experience. The course is open to any educator, including but not limited to: classroom teachers, reading specialists, special educators, administrators, paraprofessionals, and English-Learner (EL) personnel. Please note that for this course to count toward the USBE's Secondary Interventionist Endorsement, educators must implement Higher Steps in a small group of secondary students (i.e., grades 6-12).
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• EDU 5643: Intro to Early Steps

  3.00 Credits

  University of Utah

  
  This credit/no credit continuing education course is designed to help educators develop in-depth theoretical and practical knowledge of effective, research-based assessment and intervention for beginning readers at-risk for reading failure. The course follows a practicum model, in which educators build a conceptual framework for reading development and effective intervention through an intensive, mentored clinical experience.
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• EDU 5644: Intro to Higher Steps

  3.00 Credits

  University of Utah

  
  This credit/no credit continuing education course is designed to help educators develop theoretical and practical knowledge of effective, research-based assessment and intervention for struggling readers of all ages who have reached an early-third grade level, but whose reading abilities are below grade level expectations. The course follows a practicum model, in which participants build a conceptual framework for reading development and effective intervention through a mentored clinical experience.
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• EDU 5649: Early Steps Quad Pract

  3.00 Credits

  University of Utah

  
  This credit/no credit continuing education course builds on theoretical and practical knowledge gained in SP ED 5633/6633: Assessment & Intervention for Beginners At-Risk for Reading Difficulties: Early Steps Practicum. Educators will learn to execute effective, research-based assessment and intervention for struggling readers of all ages in a group format that preserves much of the power of 1-on-1 tutoring. Intervention components are designed for beginning readers up through end-of-first-grade ability. The course follows a practicum model, in which participants build a conceptual framework for reading development and effective intervention through a year-long, mentored intervention experience. The course is open to any educator who holds early Steps certification, including but not limited to: classroom teachers, reading specialists, special educators, administrators, paraprofessionals, and English-Language-Leaner (ELL) personnel.
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• EDU 5650: Tier I Word Study

  3.00 Credits

  University of Utah

  
  This credit/no-credit continuing education course is designed to build theoretical and practical knowledge related to word recognition and reading fluency across development, from primary grades to secondary school. Educators will learn to execute effective, research-based reading instruction with challenging Tier I word study in whole class and small group settings. The latter setting will focus on scaffolding for struggling readers who lack work recognition and spelling automaticity. The course follows a practicum model, in which participants build a conceptual framework for reading development and effective instruction through a year-long, mentored experience.
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• EDU 5651: Tier I Text

  3.00 Credits

  University of Utah

  
  This credit/no credit continuing education course is designed to build theoretical and practical knowledge related to reading fluency and comprehension - especially as they relate to struggling readers. Educators will learn to execute effective, research-based reading instruction with challenging Tier I text in a whole class setting. The course follows a practicum model, in which participants build a conceptual framework for reading development and effective instruction through a year-long, mentored experience.
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