COURSE 2
Notice. Don't Diagnose. — Reading
Who it is for
Primary and secondary teachers, literacy teachers, EAL/D teachers, learning support staff and literacy leaders who have students who can read some text successfully but struggle with particular aspects of reading.
The classroom problem
A student may:
read words accurately but struggle to understand
read slowly or with little fluency
struggle to retrieve information
have difficulty understanding vocabulary
struggle to make inferences
answer literal questions but struggle with deeper comprehension
appear to understand a text orally but struggle independently
rely heavily on teacher prompting.
The danger is treating “poor comprehension” or “poor reader” as the diagnosis, then applying a generic reading strategy.
What the teacher will be able to do afterwards
Teachers will be able to:
notice the specific reading difficulty they are observing
distinguish between different components of reading performance
analyse what a student can and cannot currently do
consider possible explanations for the observed difficulty
use student work and reading behaviours as evidence
select an appropriate instructional response
avoid automatically prescribing a strategy before understanding the problem.
NOTICE → UNDERSTAND → RESPOND → IMPLEMENT
NOTICE
What specifically is happening when the student reads?
UNDERSTAND
What might be contributing to the difficulty?
RESPOND
What teaching response addresses that particular problem?
IMPLEMENT
How will the response be introduced, monitored and adjusted?
Practical activities
Reading-problem identification scenarios
Student work/sample analysis
“What do you notice?” activity
Problem-vs-assumption analysis
Possible-cause analysis
Companion document
A downloadable course companion/workbook containing:
course notes
reading scenarios
student examples
guided analysis activities
Completion/badge mechanism
Notice. Don't Diagnose — Reading Badge
Awarded after completion of the course and final application activity.
Price
$69