Addressing Literacy Gaps in Adolescent Literacy (PD)

As reading and writing demands become more complex, gaps in adolescents’ foundational literacy skills can limit their ability to engage successfully with grade-level learning. This course prepares educators to address these gaps through systematic, cumulative, and explicit instruction embedded in reading and writing lessons. Participants will learn practical approaches for supporting students with varying skill levels and addressing foundational needs that affect comprehension, syntax, vocabulary, grammar, and writing.

Participants will also learn to use quick diagnostic screeners to identify individual literacy needs and use that information to tailor instruction. The course provides ready-to-use strategies, lesson plans, modification ideas, and accommodations that educators can apply to make instruction more accessible and support meaningful progress in reading and writing. By integrating explicit instruction with targeted assessment, educators will be better prepared to address literacy gaps and strengthen students’ academic skills and confidence.

Enrollment, Delivery, and Completion Information

• EDUC 5597: Addressing Literacy Gaps in Adolescents: Teaching Foundational Literacy Skills in Every Lesson

• Course Completion: 30 clock hours awarded upon successful completion (graded as Satisfactory/Unsatisfactory)

• Enrollment Type: Open enrollment with self-registration

• Completion Timeframe: Six months from the date of enrollment

• Delivery Format: Fully online

• Purpose: K-12 professional development for recertification/relicensure and, where applicable, salary advancement.*

*Always check your state’s relicensure requirements and your school or district’s requirements before registering for a course to confirm how the course may be used. 

Recertification and Professional Advancement Statement

Successful completion of this course results in a satisfactory or unsatisfactory completion status. This course provides 30 clock hours of professional development that may be applied toward teacher license renewal or recertification requirements. Learners enroll as non-matriculated students, and course completion is recorded on an Idaho State University transcript.

Depending on state, district, employer, and applicable salary schedule requirements, these clock hours may also be eligible for salary advancement, lane movement, or other forms of professional advancement. Acceptance and application of clock hours toward recertification, salary advancement, or other professional purposes are determined by the relevant state board of education, licensing authority, school district, human resources office, collective bargaining agreement, district policy, or other approving entity. Educators are encouraged to verify eligibility and obtain any required pre-approval before enrolling.

Student Expectations

Learners are expected to complete all activities and engage with the content in good faith. The course includes academically engaging learning through readings, lectures, videos, applied activities, and other instructional materials designed to support professional learning and implementation in educational settings. Successful completion requires meaningful participation in all required course components and learning activities as described below:

• Spend the time necessary to complete all assigned learning materials, activities, and assessments in support of the course learning outcomes

• Demonstrate thoughtful and substantive engagement by applying course knowledge through high-quality, timely work that produces practical strategies, tools, resources, or artifacts ready for use in educational settings

Required Materials and Technology

Students must have regular access to a reliable laptop or desktop computer capable of loading and running standard software.

The computer must support word processing, presentation tools (e.g., PowerPoint), Adobe Acrobat files (PDF), file downloads and uploads,  and viewing videos.

The learning management system supports mobile devices, but mobile access should be considered supplemental only. Mobile devices may limit a student’s ability to complete assignments successfully, particularly those involving file handling, multimedia creation, lesson plan development, or other course activities.

An up-to-date browser on any computer or device is required, along with a reliable internet connection.

General Technology Hardware for Online/Hybrid Courses - ISU Help Desk

No textbook purchase is required for this course.

Learning Outcomes

• Analyze student literacy needs using diagnostic screeners, baseline data, and ongoing assessment to identify foundational reading and writing gaps, set instructional priorities, and adjust supports.

• Design and implement systematic, explicit, and cumulative literacy instruction that addresses identified needs while supporting access to increasingly complex academic content.

• Apply differentiated reading and writing strategies, including vocabulary instruction, modified texts, and structured writing supports, to strengthen comprehension and written expression.

• Integrate explicit instruction in syntax, grammar, spelling, and word meaning within reading and writing lessons to strengthen foundational literacy skills.

• Apply multisensory approaches, appropriate technology, and instructional accommodations to support literacy development and access for students with varied learning needs.

Course Modules

Assignments and Grading

Successful course completion requires participants to complete all required learning activities and achieve a score of at least 80%.

Academic Integrity

Students are expected to follow institutional policies on academic honesty. Plagiarism, cheating, or misrepresentation of work undermines learning and will result in appropriate consequences as defined by university policy. If you are unsure whether something is acceptable, ask before submitting work.

Accessibility and Disability Services

The university is committed to providing an accessible learning environment. If you have a documented disability and need accommodations, contact the Disability Services office as early as possible to ensure that reasonable accommodations can be arranged. Students without documentation who believe they may have a disability or learning difference are encouraged to consult Disability Services about evaluation options and campus resources.