The Science of Reading Professional Learning Series
Our Science of Reading courses break down the building blocks of effective, essential literacy instruction. Our evidence-based courses empower teachers to apply the most current research in their classrooms.
Why Our Approach Works
Reading is a complex process. To teach reading effectively, teachers need a deep understanding of all the factors at play and real-time strategies to provide effective reading instruction and respond as difficulties arise.
The Science of Reading isn’t a simple program or set of materials. It is a vast interdisciplinary body of scientifically-based research on reading conducted worldwide over the last five decades, derived from thousands of studies in multiple languages.
Our courses translate this complex research into actionable tools and techniques that teachers can implement in their classrooms, directly impacting each student’s reading success.
What Educators Are Saying
According to our recent survey:
%
of participants agreed or strongly agreed that the course increased their confidence in their ability to provide tier one reading instruction.
%
of participants agreed or strongly agreed that they were now better able to utilize evidence-based practices in their classrooms.
Our Science of Reading Courses
Our professional learning in the Science of Reading is based on grade spans. Each module includes:
- Building background or theoretical knowledge
- An applied knowledge section
- Translating concepts into classroom practice
Looking for courses focused on teachers in secondary school? Explore our offerings for Adolescent Literacy.
Who It’s For
Early childhood educators in preschool and PreK
How It’s Offered
Instructor-led — 2.5-hour classes that meet each month at a specific time set by your school district; Self-paced follow-up with HILL Online.
The Questions We Explore
- What happens in the brain when we read? How can this understanding inform our instruction?
- How is reading related to oral language?
- What are high-leverage instructional routines that support reading acquisition?
- What is the role of direct explicit instruction in play-based pedagogy?
- How can literacy be used to support social, emotional, and executive function skills?
- How do we know we are using the right assessments to determine student need?
Module Topics
MODULE 1: The Brain and Reading
MODULE 2: Oral Language and Literacy
MODULE 3: Features of Effective Instruction: What, Why, How
MODULE 4: The Power of Phonemic Awareness
MODULE 5: Developing Sound-Symbol Correspondence
MODULE 6: Later Reading Development: Next Steps Toward Proficiency
MODULE 7: Using Texts with a Purpose
MODULE 8: Growing Vocabularies
MODULE 9: Building Listening Comprehension
MODULE 10: Pulling It All Together
Who It’s For
Grades K-2 (Primary Series) & 3-5 teachers (Intermediate Series), special educators, reading specialists, ESL/MLL teachers, principals, and literacy coaches
How It’s Offered
Self-paced — 2-hour classes you can complete on your own schedule
Instructor-led — 2.5-hour classes that meet each month at a specific time set by your school district; Self-paced follow-up with HILL Online
The Questions We Explore
- What happens in the brain when we read? How can this understanding inform our instruction?
- How is reading related to oral language?
- What are high-leverage instructional routines that support reading acquisition?
- What role does automaticity play in becoming a proficient reader?
- What cognitive processes are involved in deeply understanding text?
- How do we know we are using the right assessments to determine student need?
Module Topics
MODULE 1: The Brain and Reading
MODULE 2: Oral Language and Literacy
MODULE 3: Features of Effective Instruction: What, Why, How
MODULE 4: The Power of Phonemic Awareness
MODULE 5: Word Blending: A Hierarchy of Skills
MODULE 6: The Role of Automaticity
MODULE 7: Text Reading: What (with Whom), When and How
MODULE 8: Growing Vocabularies
MODULE 9: Building Comprehension
MODULE 10: Pulling It All Together
Digging Deeper Series
If you’ve already completed modules 1-10, we offer an additional 10 instructor-led virtual modules that explore new areas, including spelling, morphology, and assessment. Your district can choose to offer all 10 or select modules as needed.
MODULE 11: Understanding Reading Disorders
MODULE 12: Literacy Development: Implications for Multilingual Learners
MODULE 13: Digging into Word Learning
MODULE 14: Digging into Spelling
MODULE 15: Digging into Morphology
MODULE 16: Digging into Comprehension
MODULE 17: Reading-Writing Connection
MODULE 18: The Brain and Learning
MODULE 19: The Brain and Reading Assessments
MODULE 20: Pulling It All Together II
Who It’s For
District and school administrators
How It’s Offered
Instructor-led — 2.5-hour classes that meet each month at a specific time set by your school district; Self-paced follow-up with HILL Online
We also offer a 4-module version of our Administrator Series called Administrator Awareness. Contact us to learn more.
The Questions We Explore
- What literacy hallmarks should you look for when you are doing walkthroughs or classroom observations?
- What’s the best way to have conversations with teachers about literacy instruction?
- What are the components of effective literacy instruction that make up a strong literacy block?
- How should we use the literacy background knowledge developed through the series when making decisions around programming, assessment, and resource allocation?
- How can we lead literacy change at the school and district level?
Module Topics
MODULE 1: The Brain and Reading
MODULE 2: The Brain and Reading Assessments & Oral Language and Literacy
MODULE 3: Features of Effective Instruction: What, Why, How
MODULE 4: The Power of Phonemic Awareness
MODULE 5: Word Blending: A Hierarchy of Skills
MODULE 6: The Role of Automaticity
MODULE 7: Text Reading: What (with Whom), When, and How
MODULE 8: Growing Vocabularies
MODULE 9: Building Comprehension
MODULE 10: Pulling It All Together: Literacy Leadership
Coaching and Facilitation We Offer
We offer several essential coaching structures designed to support implementation and sustainability of our services. See our Leadership page for more information.
This work has already drastically changed and improved my daily instruction for the better.
Francesca Fydenkevez, Southwick-Tolland-Granville Regional School District (MA)
This course has been eye-opening. This information will impact my teaching as I now know that I can lay the groundwork that leads students to the reading process.
Margaret Magennis, ESL Teacher, Fitchburg Public Schools (MA)
[It] completely changed my way of thinking about reading instruction! My learning has increased immensely. I have been able to take what I have learned and apply it to direct instruction with students.
Karen Wasilenko, Southwest Vermont Supervisory Union (VT)
Embrace the Science of Reading
Every HILL solution starts with a conversation so we understand your goals, needs, and budget.