Guided Reading: Part One


May 2, 2015
4.75 hours


MA Special Education Instructor, Previous- Professor at Northeastern Illinois University, Current- Full-time Professor at Rett University


Literacy , Susan Norwell

The session will include valuable video clips to illustrate each component and step to building actual reading skills (not emergent reading skills) for individuals with Rett Syndrome.

Within the framework of the Balanced Approach to Reading, Guided Reading is a key component. Participants will learn how to teach students to actually do the reading versus only being read to. Video and technology demonstrations will delineate this process of building silent reading skills and incorporating communication, which is an essential platform for both building and assessing comprehension.

This course should take approximately 4 3/4 hours to complete if you go straight through. Of course, you can go back and listen to lectures and watch videos as many times as you need.


Participants will be able to:

  • define guided reading and be able to implement an instructional sequence for guided reading.
  • identify strategies and procedures for supporting/teaching silent reading for students with Rett Syndrome.
  • identify and implement reading strategies and the instruction of reading comprehension skills within text.
  • identify accommodations to the reading process to build reading with comprehension for students with Rett Syndrome.
  • identify supportive strategies that alleviated the “apraxia barrier” to the girls’ learning.
  • construct IEP Objectives to support Guided Reading based on the models in the webinar.
  • identify options for adapting Guided Reading Books for beginning readers with Rett Syndrome.

Registration includes unlimited access to this course for one year. To purchase, click below to enter our webinar catalog. Log in or create a new account on the next screen.


1 Comment

  • for the reading part 1 course does the student need to have a tobii or some other form of eyegaze communication? the student that i work with is non verbal and non ambulatory

    stacey Reply

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