Reading Assessment and Intervention: Research to Practice for Classroom Teachers
Program Description:
This asynchronous two week non-credit course is to provide classroom teachers and other educational professionals with foundational insight into:
- the development of core reading processes in all readers,
- reasons why and how students can become at-risk for reading disability or be classified as such,
- models of reading which guide teaching professionals in differentiating instruction,
- an overview of selected intervention strategies and resources which target the core reading skills.
Learning activities presented in this course are appropriate for in-person and remote implementation.
This ten hour course is divided into five modules that address the topics above. Sessions are asynchronous and participants are encouraged to work at their own pace during the two weeks the course is open, including weekends. Participants will be required to submit a final project – a structured reflection on the content covered in the first three modules of the course and a description of how the content of the final two course modules can be applied in their own practice.
The course will conclude with participant evaluation of course content and activities as professional learning experiences.
Dates & Registration
Dates: January 5 - 18, 2026
Format: Asynchronous
Price: $295
Please Note: This course is offered on a non-credit basis only.
For more information, questions, or to register: Email tcacademy@tc.columbia.edu
Faculty
Susan Garni Masullo
Associate Professor of Teaching; Director of the Advanced Certificate in Literacy
Susan Garni Masullo, Ph.D. is a Senior Lecturer and Director of the Advanced Certificate in Literacy offered within the programs in Applied Sciences of Learning and Special Education at Teachers College. Formerly, she was the Director of the Reading Practicums in the Reading Specialist Program at Teachers College. Prior to coming to TC, Dr. Masullo had an extensive career as a reading/learning specialist working with children, adolescents and adults who struggle with literacy as well as academic and learning tasks. Her professional interests involve the clinical applications of research to literacy assessment and intervention across the lifespan. She is frequently asked to consult in K-12 schools and professional organizations on reading, writing, and learning disabilities, and presents at conferences on related topics. She currently serves on the Board of Advisors of the New York Branch of The Reading League. In her free time, she enjoys maintaining a small private practice working with older adolescents and adults.
Learning Objectives
At the completion of this course, participants will:
- Describe the major components of reading, how they develop, and how they can break down
- Explain cultural, social, and linguistic influences on reading development for typically developing and neurodiverse learners
- Be knowledgeable about the findings of current research on models of reading, and their implications for assessment and differentiated instruction for typically developing and struggling readers
- Have a more informed stance on characteristics of dyslexia and other reading disabilities
- Gain familiarity with evidenced based strategies that can be used to improve word recognition and spelling, fluency, vocabulary, and comprehension, These strategies are appropriate for use in remote teaching as well as in-person application.
- Reflect on course content and its applicability to one’s professional practice.
Who Should Attend
This course is appropriate for general education classroom teachers, special education teachers, content area teachers, academic intervention specialists, and other educational professionals who work with both typically developing and struggling readers in the schools and related settings. Its purpose is to provide these professionals with insight into reading acquisition and development, reasons how that development can be jeopardized, methods for differentiating instruction using a research validated model, and interventions that can be used with all readers. The course’s teaching applications are designed for students from the primary grades through high school and have implications particularly for those who struggle. By extension, the course is also appropriate for teachers of adults who are participating in basic literacy programs or preparation programs to sit for the TASC.
Upon Completion
Participants who successfully complete this program will earn a verified Certificate of Participation and an official Digital Badge—valuable credentials that showcase your commitment to professional growth and can be shared on LinkedIn or digital portfolios.
View our sample program badge and certificate below:
Licensed educators in NY state are also eligible for a Continuing Teacher Leader Education (CTLE) certificate for a total of 10 CTLE hours.
Important Notice: This is a non-credit program. Completion does not provide academic credit toward any degree program at Teachers College or other institutions. No transcript credit will be awarded.