Investment: $299

As more and more discussions (and debates!) have arisen within the literacy sciences, many have moved toward more intentional and explicit phonics and spelling instruction —but what else is there? Get excited because there is a whole bunch! In this course, we’ll talk:

  • Is there a science of writing? What does the research say about that?
  • What happens AFTER we have explicit phonics and morphology instruction in place?
  • What about timing? How do we maximize our time to meet all learners’ needs?


If you’ve been feeling like you’re ready for MORE than foundational skills for this upcoming school year, join us!

Course curriculum

    1. Course Information

    1. Padlet

    1. Introduction: What’s our purpose?

    2. The Simple View of Writing Model: What might this mean for instruction?

    3. How do we learn to read and write? How do the ‘Reading and Writing Ropes’ connect?

    4. What is Cognitive Load Theory?

    5. How might we build transcription skills? What assessment tools might we use? What challenges might students with dysgraphia encounter?

    1. What types of assessment might we use to determine student needs?

    2. How do we assess writing?

    3. What are the components of Writing Composition and how might our instruction progress in complexity?

    4. How might we teach foundational composition skills?

    5. How might we teach more complex composition skills? What are the research-based principles that underpin instruction?

    1. What factors might contribute to gaps in foundational handwriting skills?

    1. Complete this short survey and get your course completion certificate!

About this course

  • $299.00
  • 14 lessons
  • 2.5 hours of video content

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Course Facilitators

Hannah Fernweh

Hannah Fernweh is a lifelong learner specializing in best practices for multilingual students, translanguaging, culturally relevant pedagogy, and students with exceptionalities. She has worked in public and international schools as a teacher, coach, and department head and has a particular passion for meeting the literacy needs of linguistically, culturally, and neurologically diverse learners. Currently, she is delving into how different writing systems can impact literacy development within the brain and how exceptionalities can influence how one acquires languages and literacies. When supporting schools, Hannah guides educators to understand how the brain learns to speak and read in order to develop clear, practical plans to support diverse learners.