#  H860: Addressing Reading Challenges Among Diverse Learners 

 





 Semester:   Spring 

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 Year offered:  2024 

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 Link: [Course Website](https://canvas.harvard.edu/courses/118861) 

 

 

 

 Reading involves a foundational set of skills for learning in classrooms and beyond, yet this skill is a challenge for many students to acquire. We will explore reading challenges considering learning differences and disabilities as well as a range of socioeconomic, cultural, and linguistic backgrounds. We will also examine how students with associated skillsets and background experiences may benefit from more tailored instructional strategies. To understand reading development across multiple pathways, this course aims to address (1) the different manifestations of reading difficulties from research and practical perspectives, and (2) how research-based evidence can inform implementing equitable reading support for children from all backgrounds and across reading abilities. We will evaluate reading challenges through a framework of inclusion, with a strengths-based approach, and attending to the socio-cultural context in which reading development occurs. Our focus will be on US-based contexts, with options for course members to explore reading from international perspectives. Course content will address foundational knowledge on cognitive and socioemotional components of reading acquisition. The course will emphasize practical applications based on evidence for supporting all readers and will include representation of school-age students with reading challenges, policy makers, educators, and practitioners. This practical emphasis will also include research-based updates on common myths and misconceptions (e.g., is dyslexia just about letter reversals?), compensatory skills and strategies our students can learn or bring to their learning, 'learning loss' associated with the summer and COVID-19, diverse language backgrounds, and co-occurring challenges (e.g., ADHD, math disability, etc.). Doctoral and master's level students are welcome (undergraduates with permission).