Specifications include, but are not limited to: The focus of the training will include, but is not limited to, the following areas: Introduction to the Science of Reading that addresses how to teach reading as using upto-date, peer-reviewed, evidence-based research in reading instruction. o The language foundations of reading (acquisition of language) o phonological awareness development and instruction o oral language systems and literacy o the reciprocal relationship among phonological processing, reading, spelling and vocabulary o the known causal relationship among phonological skill, phonic decoding, spelling, accurate and automatic word recognition, text reading, fluency, background knowledge, verbal reasoning skill, vocabulary, reading, comprehension and writing o effective strategies aligned with the Science of Reading for English language learners as they develop the ability to read in English, their acquired language o the components of fluency and its relationship to comprehension o understand the progression of skills needed for students to develop a rich vocabulary o understand the levels of comprehension, including the surface code, text base, and conceptual model sentence structure and syntax o provide knowledge about the administration and interpretation of assessments for planning instruction that include understanding the differences among screening, diagnostic, outcome, and progress monitoring assessments Information on how the brain learns to read and the nature of reading difficulties (e.g., dyslexia, generalized language learning disorders, etc.) as well as special considerations for supporting culturally- and linguistically-diverse learners with learning to read Guidance on how to implement the Science of Reading in schools and districts Guidance on how to articulate the philosophy to stakeholders, educators, and families and how to address resistance and barriers
