Evidence-Based Reading Instruction
Steve Schmidt
[email protected]
abspd.appstate.edu
Agenda
8:30 - 10:00
Understanding the Four Reading Components
10:00 - 10:15
Break
10:15 - 11:45
Diagnostic Assessment, Teaching Alphabetics
11:45 - 12:45
Lunch
12:45 - 2:00
Teaching Fluency
2:00 - 2:15
Break
2:15 - 4:00
Teaching Vocabulary and Comprehension
Putting it all Together
This course is funded by:
Please Make the Packet Your Own!
You can find everything from this workshop at: abspd.appstate.edu Look under: Teaching
Resources, Evidence Based Reading.
This Workshop Will Help You:

Understand the four components of reading

Understand how to administer diagnostic reading assessments and interpret results

Learn strategies for teaching the four reading components

Plan reading lessons using direct and explicit instruction
Evidence Based Reading Instruction
Page 1
How does trying to build a house of cards relate to students who struggle with reading?
What is Reading?
Students have not truly read something until they ___________________________________
When students do not understand what they are reading, our usual solution is to:
The problem with this is that students not understanding what they read may be the result of
weaknesses in alphabetics, vocabulary, fluency or some combination of these. This is
especially true for students at the intermediate level (grade level equivalents 4 to 8.9)
The Four Components of Reading
Evidence Based Reading Instruction
Page 2
Alphabetics: The process readers use to identify words
Basic Alphabetics
Phonemic awareness - The ability to hear,
identify, and make individual sounds
(phonemes) in spoken words
Advanced Alphabetics
Syllable patterns – Breaking words into
syllables
Roots – Examples: rupt, ject, bene
Sight word recognition – Knowing words
that do not follow regular phonics rules
Prefixes – Examples: dis, re, un, in/im/il/ir
Suffixes – Examples: ed, ing, ly, s, es
Phonics – Mapping speech to print
Fluency: The ability to read with efficiency and ease

Accuracy – Reading words correctly in text

Rate – Reading fast enough to understand text

Prosody – Reading in meaningful phrases; pausing to support meaning
Vocabulary: The body of words whose meanings a person knows and understands

Breadth – How many words you know

Depth – How well you know words
Comprehension: The process and product of understanding connected text

Connecting words to understand an author’s ideas

Seeing how an author’s ideas fit with what you already know

Recognizing when you do not understand what you are reading
Evidence Based Reading Instruction
Page 3
Results from the Adult Reading Components Study (Strucker and Davidson, 2003) show that
for intermediate level students (grade level equivalents 4 to 8.9):
Area of Biggest Need
Percent of
Intermediate
Students
Vocabulary
30
Alphabetics and Vocabulary
30
Alphabetics and Fluency
15
All Four Components
15
Fluency
10
Most
ESOL
This is Key: “Failure to comprehend can be the consequence,
not necessarily the cause, of a reading problem.”
How are the Four Components of Reading Interrelated?
1. As Student A reads, she has to carefully sound out many words in the paragraph. When
she finishes the paragraph, she does not understand what she read.
__________________ is affecting __________________
2. As Student B reads a paragraph of 90 words, he has no idea what eight of the words mean.
When he finishes the paragraph, he does not understand what he read.
__________________ is affecting __________________
3. As Student C reads, she stumbles over many words and reads very slowly. When she
finishes the paragraph, she does not understand what she read.
__________________ is affecting __________________
4. As Student D reads, he struggles pronouncing many words. Because of this, he reads very
slowly and his reading is choppy.
__________________ is affecting __________________
5. Create your own example: As Student E ________________________________________
_________________________________________________________________________
__________________ is affecting __________________
Evidence Based Reading Instruction
Page 4

Placement tests (TABE/CASAS) only measure silent reading ability and provide a very
limited picture of students’ strengths and weaknesses in the four components

The good news is that each reading component can be assessed using a diagnostic
assessment and each component can be taught!
Conducting Diagnostic Assessments Overview
Alphabetics Assessment
 Start at the students’ TABE or CASAS
reading level.
 Student reads aloud words from graded
word lists until reaching highest level or gets
less than 7 out of 10 correct.
 Mastery level –grade level of highest list with
at least 70% correct.
Fluency Assessment
 Start at the alphabetics mastery
level.
 Student reads aloud graded
passages until reaching ninth
grade OR the passages become
too difficult to continue.
 Mastery level for fluency is the
highest level rated “3”.
If student’s mastery level is at or
below 4th grade, give phonics
assessment.
If a student’s mastery level is
above 4th grade, look at error
patterns.
Vocabulary Assessment
 Start at the level recommended by the
test.
 Mastery level – depending on test,
highest-grade level where 75-80% of
words are defined correctly.
Comprehension Assessment
 Start at the level recommended by the test.
 Mastery level – depends on test; if using questions, highest-grade level at which at
least 75% answered correctly.
 Teacher interviews student about what the student reads and the sorts of things they
do when they read.

To give each assessment, follow the directions in the EBRI Reading Diagnostic
Assessments handout

Use the Diagnostic Assessment Toolkit provided to assess student in all 4 components
of reading and record assessment results on the Student Reading Profile
Evidence Based Reading Instruction
Page 5
Teaching Alphabetics
Fundamentals of Effective Instruction
Provide rationale
and clear
explanation
(I Do)
Model the
learning process
(I Do)
Guided Practice
(We Do)
Application
(You Do)
Provide
elaborated
feedback
Explicit Instruction Planning Guide
1. Purpose of Instruction: What am I going to teach? Create outcome based learning
objectives.
2. Materials to be used: What do I need to teach this lesson?
3. Introduction: How will I generate interest in this lesson? How will I connect what I am
going to teach to students’ prior knowledge?
4. Explanation (I Do): How will I describe the concepts or procedures?
5. Modeling (I Do): What examples/demonstrations will be used?
6. Guided Practice (We Do): How will learning be supported? What will students be doing?
What will teacher be doing?
7. Application (You Do): What will students do to show they know what has been taught?
How will success be monitored?
8. Assessment: How will you monitor student success? What will students do to prove their
understanding?
Evidence Based Reading Instruction
Page 6
Common Prefixes and Suffixes
Prefix
un*
re*
in, im,
ir, il*
Meaning
not
again
not
dis*
not
Example
unhappy
rewrite
inaccurate,
impossible,
irregular, illegal
disagree
Suffix
s, es*
ed*
ing*
Meaning
plural
past tense
action
en, em
in
enclose, embed
non
not
nonfiction
in, im
in or into
inhale, immerse
over
too much
overpriced
forms adverb
resembling
er, or
one who
(person)
er
comparative adj.
or adv.
ion, tion, ation, state or quality of
ition
ible, able
is able
mis
sub
bad
under,
below
misbehave
subzero
al, ial
y
ly*
relating to
forms adj. or
diminutive
Example
cats, boxes
walked
singing
fatherly
teacher, sailor
stronger, faster
suspicion, caution,
ignition,
combustible,
comfortable
maternal
chewy, Billy
* These 8 prefixes/suffixes account for 97 percent of use in printed school English
Syllable Rules

When two consonants come together, divide between them

When a vowel is followed by a single consonant, try dividing after the vowel
o If that does not make sense, divide after the consonant

When a word ends in a consonant plus le, divide it before the consonant

Each syllable has only one vowel sound, although many syllables have more than
one vowel
Basic Syllable Types – CLOVER

Closed syllables end with a consonant, making the vowel sound short

Consonant-le syllables are found at the end of words, making the e silent

Open syllables end with a vowel, making the vowel sound long

Double vowel syllables contain two vowels that make one sound

Silent e syllables end with a vowel-consonant-e, making the vowel sound long

R-controlled syllables contain a vowel followed by an r, causing the r to take over the
sound of the vowel
Evidence Based Reading Instruction
Page 7
Teaching Fluency
Collaborative Oral Reading
 The teacher selects a longer text/novel to be read aloud in small groups of students near
the same instructional level
 Teacher models fluent reading and each student reads 3-5 lines and then passes the turn
to another group member
 Turns are short so less fluent readers can participate comfortably
 Teacher and students stop occasionally to briefly discuss the passage.
Reader’s Theater
 The teacher selects a script/play to be read aloud and parts are assigned
 The students practice for the “performance,” they read, rather than memorize
 Scripts may have many parts, few parts, and parts that are read by all participants
 For free scripts, Google: the best class reader’s theater scripts and
aaron shep readers theater editions
Marked Phrase Boundaries
 The teacher marks meaningful phrases in the text and models good prosody by reading
the marked text
 The learner practices reading the marked text aloud and gets feedback
 The learner marks a copy of the same text
 Eventually, students learn to read the text with no markings
Marked Phrase Boundaries Practice
“I am happy to join with you today in what will go down in history as the greatest demonstration
for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed
the Emancipation Proclamation. This momentous decree came as a great beacon light of hope
to millions of Negro slaves who had been seared in the flames of withering injustice. It came as
a joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of the
Negro is still sadly crippled by the manacles of segregation and the chains of discrimination.
One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast
ocean of material prosperity.
Evidence Based Reading Instruction
Page 8
One hundred years later, the Negro is still languished in the corners of American society and
finds himself an exile in his own land. And so we've come here today to dramatize a shameful
condition.
In a sense we've come to our nation's capital to cash a check. When the architects of our
republic wrote the magnificent words of the Constitution and the Declaration of Independence,
they were signing a promissory note to which every American was to fall heir. This note was a
promise that all men, yes, black men as well as white men, would be guaranteed the
"unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that
America has defaulted on this promissory note, insofar as her citizens of color are concerned.
Instead of honoring this sacred obligation, America has given the Negro people a bad check, a
check which has come back marked ‘insufficient funds.’ “
Source: I Have a Dream Speech, Dr. Martin Luther King, Jr., 8/27/1963
Repeated Reading: The student . . . .
 Along with the teacher, sets fluency goals
 Performs an unpracticed reading with a short text at their instructional level
 Hears a fluent reading of the text
 Independently practices reading the text
 Reads the text for the teacher
Monitor Progress: Are students…
 Pausing at appropriate points in text?
 Making few repetitions?
 Making few errors in reading words?
 Reading with expression, as when speaking?
 Reading at an appropriate rate?
ABSPD Lending Library

Visit: abspd.appstate.edu, Teaching Resources, Fluency

Request a classroom set of books to borrow for a semester

Look at reading levels

Return by media mail at end of semester
Evidence Based Reading Instruction
Page 9
Word Tiers
Tier 1
Tier 2
Tier 3

Basic

Abstract

Domain (content)-specific

Concrete

In written language

Low occurrences in text

In oral vocabulary

Across academic areas
Examples:
Examples:
Examples:
chair, desk, car, house
obvious, complex, establish,
verify
photosynthesis, radius,
quorum
Activity: Place each word in the column of the appropriate tier.
friend
diameter
morning
concurrent
reform
annuity
precious
neurosis
accuracy
demonstrate
meager
polygon
prosody
opinion
ultimate
tolerate
house
daughter
Methods for Teaching Vocabulary
•
Rating Chart
•
Fill-in-the-blanks
•
Direct instruction
•
Yes/No/Why
•
Quadrant charts
•
Read and Respond
•
Sentence completions
Vocabulary Rating Chart
 Before introducing new vocabulary words, ask students to rate their knowledge of the
meanings of those words.
 After the words have been introduced, ask students to check their ratings. Were they
accurate? Would they change any of their ratings? Why?
 Once students have had multiple encounters with the words, ask them to rate the words
again. Do these ratings differ from their initial ones?
Evidence Based Reading Instruction
Page 10
Vocabulary Knowledge Rating Chart
I don’t know
this word.
Word
I’ve heard
this word,
but I’m not
sure what it
means.
I know this
word; it has
something to
do with…
I know the
meaning of
this word.
considerable
alter
“Quadrant” Chart
Vocabulary Word
considerable
Meaning
large enough to be important
or have an effect
Examples
Picture
help
amount of money
effort
Sentence: It will take a considerable amount of money for me to go to
college.
Sample Vocabulary Lessons
There are 38 vocabulary lessons that each have five lessons available at: abspd.appstate.edu,
Teaching Resources, Evidence Based Reading Instruction
When Teaching Vocabulary . .

Instruction should be direct and help students apply word meanings in meaningful contexts

Instruction should provide students with multiple opportunities to learn new word meanings
in many contexts

Instruction should increase learners’ awareness of and interest in words

Word meanings from prior lessons should be used in activities with new word meanings

Students should be encouraged to look for their new vocabulary words outside of class
Evidence Based Reading Instruction
Page 11
Teaching Comprehension
Key Point: Teach the reader, not the reading

Focus on helping readers understand what they read instead of teaching the content
Monitor Comprehension

Help students realize when they do not understand what they read (metacognition)
Text Marking Strategy

Active reading tool that helps students realize when they do not understand what
they read
✔ I knew this before
! This is new for me
? I’m not sure what this means
Fix Up Strategies
Slow down your reading
rate
It is okay to read difficult parts slowly and speed up on the
easier parts.
Reread
Sometimes it is difficult to understand new information by
reading it once. By rereading a few times, you may
understand what the author is saying.
Continue reading
Sometimes the author helps you understand new
information by using context clues to define, explain, and
give examples.
Check your
understanding of the
vocabulary
Use word parts, such as prefixes, suffixes, base words, and
root words. Use a dictionary or other reference aid.
Use text aids
Sometimes authors use maps, charts, graphs, or marginal
notes that are easier to understand than the text.
Ignore what is difficult
and continue reading
Especially if what is causing trouble is not critical to
understanding and does not involve too much of the text.
Ask someone
Sometimes others have more experience with the topic you
are reading about and can help you understand it.
However, don’t get dependent on asking other people.
Evidence Based Reading Instruction
Page 12
Make a connection
between the text and
your life
Connecting your own memories, personal experiences, or
background knowledge to the text can help you
understand.
Retell
Think about what you have read and retell or summarize it
in your own words.
Ask yourself a question
and try to answer it
Clarify by asking who, what, when, where, how, or why.
Visualize
Create images in your head to help make sense of what
the words are saying.
Decide that the
difficulties are too
frequent or too severe
You need to find different reading material.
Recognizing Text Structure

Understanding how a text is organized can help students connect ideas in the text

Recognizing text structure will also help students summarize a text
Structure
Cause & Effect
Problem &
Solution
Purpose
Show the relationship between two
causal events, individuals, ideas or
actions
If…then, If…then, impact, because,
as a result, caused, parallels, effect
Concerns or problems that need to
be solved
Problems, concerns, issues, solve,
confusion
Describe an event, idea, or person
For example, about, characteristics,
traits, definition, meaning
Chronological explanation, steps,
order, series
First, next, then, finally, following
Show differences and/or similarities
By comparison, unlike, opposite, on
the other hand, differences,
similarities
Description
Time Sequence
Compare &
Contrast
Signal Words
Evidence Based Reading Instruction
Page 13
Activity: Matching Text with Text Structures - Read the paragraphs below and then match
each one with its text structure:
Cause & Effect
Time Sequence
Problem & Solution
Compare & Contrast
Description
1. Even though Arizona and Rhode Island are both states of the U.S., they are
strikingly different in many ways. For example, the physical size of each state is
different. Arizona is large, whereas Rhode Island is only about a tenth the size.
Another difference is in the size of the population of each state. Arizona has about
four million people living in it, but Rhode Island has less than one million. In addition,
while Arizona is a landlocked state and thus has no seashore, Rhode Island lies on
the Atlantic Ocean and does have a significant coastline.
2. Yellowstone National Park lies on a volcanic hot spot. Thus, Yellowstone is well
known for its hydrothermal features such as geysers. A geyser is a vent in the
earth’s surface that periodically shoots out hot water and steam. As you watch
Yellowstone’s most famous geyser, “Old Faithful,” you will see a little steam rising up
from the surface most of the time. About every 90 minutes, a huge column of hot
water and steam erupts from below the earth’s surface. The water cascades around
the vent sending blasts of white steam everywhere. The height of the water column
can reach about 150 feet!
3. It was a terrible Caribbean storm and the Columbian destroyer was fighting high
waves. Most of the crew, including Luis Velasco, was topside to help keep the cargo
tied down. Then the ship was hit broadside by a high wave, the cargo began
shifting, breaking loose of its bindings. Until Luis swam to the surface, he didn’t
realize that he had fallen overboard along with the cargo. Suddenly, a life raft came
into view. Letting go of the crate he had been holding onto, Luis began swimming
for the life raft. Finally, he was able to make it to the raft and pull himself in. Luis
thought the ship had sent an SOS out on the radio and that rescue would be coming
soon. Luis was wrong. Luis survived without food or water on the drifting life raft,
eating only a few fish he managed to catch. He was found, half dead, on a deserted
beach in northern Columbia. Luis was the only survivor of the eight-crew members
who had been washed overboard.
4. I set the bottle of Diet Pepsi® on the ground. I took two Mentos® candies and
added them to the Pepsi®. I only had to wait a few seconds as a shower of brown
liquid blasted from the bottle. I wonder what chemicals reacted to create this geyser
of cola?
5. The war in Europe and America had been a heavy drain upon the treasury of
England. Her national debt doubled. The government was very concerned about this
issue. It naturally desired to lay upon its American subjects a portion of this burden.
The result was a new system of taxation, which the king and his ministers sought to
impose upon the colonies.
Evidence Based Reading Instruction
Page 14
Other Points about Teaching Comprehension

Teaching comprehension takes time

Teaching a small set of strategies well is better than many “one and dones”

Select teaching materials at students’ instructional levels
Putting It All Together
Planning to Teach

Use students’ diagnostic assessment results to identify students’ needs

Plan lessons based on students’ needs

Plan frequent, short (10-20 minute) lessons for each component of reading

Develop a class routine and keep the same routine for each class each week

Use explicit instruction
EBRI Key Points

Teach skills appropriate to the learners’ needs

Explain why a skill is being taught

Use materials at students’ instructional level

Model skills being taught

Provide opportunities for learners to practice

Monitor students’ progress
For More Information
Consider attending the six- day STAR (STudent Achievement in Reading) training if you teach
intermediate level readers
Google: ABSPD for vocabulary lessons, the fluency lending library, and much more!
Evidence Based Reading Instruction
Page 15
The Jklasduew
The jklasduew, many fear, is doomed to disappear. The little green sprig with the dull.
dhqwuet leaves and the round, tsetnmning berries may lose its place at our odjkeysd
fjklcsbwp, because it is a cvmprhdkib. It grows and feeds upon trees, and foresters have
dhtwrquzn it a cbnjksisdw.
Among the ancient wediugn, however, the fcdswtss was the object of special rfdnkplwq
when it grew upon an oak. The oak was a zxhmiyjtf tree, and whatever was found growing
upon it was regarded as sent from heaven. Thus the lmbtwdcs was called “all-heal,” and was
looked upon as tgbnkjmcx for dswbnjmktfk.
This fhkinxrbvs gathered the pimtfvghg with great fjdwko. Five days after the new moon
of the winder jdmahsd a grand jikkmgdr was formed. The throsidf came first. Then came a
kpadhjfb who bore the golden knife for cutting. The priests came next, with the Prince and all
the people following. The Prince climbed the tree and cut the vfjdlksd, which was gathered up
and dseing to the people. In their houses as a fkeiow and offer of thnkpvfs to bplmkhtcdktsw
jiptbvxxws during the season of frost and cold.
Customs have changed much since then, but the trimstrbbe still holds a large place in
jngtggs and New Year’s jlpgvvuw. We shall be nkpfirf to have it disappear.
______ 1. The people offered cftgbhk to the gods of the woods during
(a) summer (b) April (c) winter (d) September
______ 2. We may infer that fgjkl has
(a) a pleasant odor (b) kpterw leaves (c) dprjve berries (d) fcnske blossoms
______ 4. The origin of the use of tgbhnkd is
(a) recent (b) unknown (c) American (d) a pagan
______ 5. The selection that states that in ancient times the oak was regarded as
(a) king of the forest
(b) mklphgtly
(c) something to be gvdrvhning
(d) a shelter from the storm
______ 6. Strvvbnokcf if tge sweefn will cause
(a) general rejoicing (b) no concern (c) genuine regret (d) bhmer
______ 7. The plant was cut by the
(a) people (b) priests (c) Prince (d) jfdbrest
______ 8. The brcssnplnt was led by the
(a) priests (b) poets (c) herald (d) people
______ 9. That vghjkltlr which grew upon an oak was considered
(a) god-given (b) wndrfl (c) beautiful (d) bhnkmlner
Evidence Based Reading Instruction
Page 16
Quantum Entanglement
Quantum entanglement is a physical phenomenon that occurs when pairs or groups of
particles are generated or interact in ways such that the quantum state of each particle cannot
be described independently—instead, a quantum state may be given for the system as a
whole.
Measurements of physical properties such as position, momentum, spin, polarization, etc.
performed on entangled particles are found to be appropriately correlated. For example, if a
pair of particles is generated in such a way that their total spin is known to be zero, and one
particle is found to have clockwise spin on a certain axis, then the spin of the other particle,
measured on the same axis, will be found to be counterclockwise; because of the nature of
quantum measurement, however, this behavior gives rise to effects that can appear
paradoxical: any measurement of a property of a particle can be seen as acting on that particle
(e.g. by collapsing a number of superposed states); and in the case of entangled particles,
such action must be on the entangled system as a whole. It thus appears that one particle of
an entangled pair "knows" what measurement has been performed on the other, and with what
outcome, even though there is no known means for such information to be communicated
between the particles, which at the time of measurement may be separated by arbitrarily large
distances.
Such phenomena were the subject of a 1935 paper by Albert Einstein, Boris Podolsky, and
Nathan Rosen, and several papers by Erwin Schrödinger shortly thereafter, describing what
came to be known as the EPR paradox. Einstein and others considered such behavior to be
impossible, as it violated the local realist view of causality (Einstein referred to it as "spooky
action at a distance"), and argued that the accepted formulation of quantum mechanics must
therefore be incomplete. Later, however, the counterintuitive predictions of quantum
mechanics were verified experimentally. Experiments have been performed involving
measuring the polarization or spin of entangled particles in different directions, which—by
producing violations of Bell's inequality—demonstrate statistically that the local realist view
cannot be correct. This has been shown to occur even when the measurements are performed
more quickly than light could travel between the sites of measurement: there is no lightspeed
or slower influence that can pass between the entangled particles. Recent experiments have
measured entangled particles within less than one one-hundredth of a percent of the light
travel time between them. According to the formalism of quantum theory, the effect of
measurement happens instantly. It is not possible, however, to use this effect to transmit
classical information at faster-than-light speeds.
An entangled system is defined to be one whose quantum state cannot be factored as a
product of states of its local constituents (e.g. individual particles). If entangled, one constituent
cannot be fully described without considering the other(s). Note that the state of a composite
system is always expressible as a sum, or superposition, of products of states of local
constituents; it is entangled if this sum necessarily has more than one term.
Quantum systems can become entangled through various types of interactions. For some
ways in which entanglement may be achieved for experimental purposes, see the section
below on methods. Entanglement is broken when the entangled particles decohere through
interaction with the environment; for example, when a measurement is made.
Source: Wikipedia
Evidence Based Reading Instruction
Page 17
A Speed Limit Myth
Question: Someone told me that driving five to ten miles per hour over the posted
speed limit is O.K. Last week a trooper gave me a speeding ticket for driving seven
miles over the speed limit. It cost me $103.00! Shouldn’t I have gotten a warning?
Answer: Since I am the trooper who gave you the ticket, I’m not sure if you will like
my response; but, here it is. A warning is an option, but in your case I thought a ticket
was more appropriate.
I was patrolling in the right lane at the 70 miles per hour posted speed limit. Your car
was in the left lane passing many other vehicles. You were gaining on my squad car
at well over the posted limit. Then you passed my fully marked squad car. I clocked
you going between 77 and 78 miles per hour. When I stopped you, you said, “Going
75 ain’t nothing.”
So why did you receive a speeding ticket, not a warning? There is nothing in
Minnesota law that allows a person to exceed the posted speed limit. Speeding is not
O.K. for any reason. To issue a ticket to someone who is purposely speeding is within
the rules of the Minnesota State Patrol.
What more can I say? When you pass my squad car while I’m driving the speed limit,
chances are good that I will notice. I hope a ticket will change your mind about
speeding.
For every 10 miles per hour over 50 miles per hour, our chances of being killed double
if we are in a crash. Speed continues to be the main cause of fatal crashes in
Minnesota.
Source: Reading Skills for Today’s Adults – Marshall Adult Education
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Please join us at Appalachian State University for
Institute 2016
Last week of May or First week of June
Exact dates to be determined.
Reich College of
Education
Evidence Based Reading Instruction
Registration will be open November. Register at
www.abspd.appstate.edu. Earn 3 hours of graduate credit.
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