Assets-Based, Research-Grounded, Practice-Aligned
UVEI is excited to offer our Language, Literacy, and Deeper Learning series, designed for classroom teachers, interventionists, and instructional leaders seeking to enhance their literacy instruction through an assets-based, research-grounded approach. This graduate-level offering, available for three or six credits, engages participants in cycles of reflective inquiry to unpack evidence-based practices and apply and share their learning within a supportive cohort of educators. In clinical practicums, candidates strategically use data to design and deliver structured literacy instruction, reflect on impact, receive regular feedback from faculty and peers, and connect the science of reading acquisition to deeper learning and practical application. In doing so, candidates build capacity as literacy educators and leaders, driving sustainable systems change and equipping their students with the tools to access learning, think critically, and engage meaningfully with the world.
An effective literacy teacher is highly qualified to reach all learners, especially those who struggle. This series bridges science-of-reading research to classroom practice, developing the knowledge, vocabulary, reasoning and communication skills that make understanding and deeper learning possible. Participants also examine how culture, language, and motivation shape literacy teaching and learning, cultivating student agency and a sense of belonging.
There is an option to add Lexia LETRS® Volumes 1 and/or 2 certification to this series for 2 additional credits per volume.
Above and beyond these activities, you can elect to do an additional exploration of the research as it informs and improves your practice. You may also choose to participate in an additional clinical coaching cycle with conferencing and an observation to support further improvement and application.
Offered for new and experienced literacy educators in 2026-2027.
See below for schedules and additional information. Online sessions will take place on Zoom, and in-person sessions will take place at 194 Dartmouth College Hwy, Lebanon, NH, 03766.
Fall: Language, Literacy, and Deeper Learning: Word-Level Instruction and Assessment
In the fall, the focus is on the implementation of effective, engaging foundational skills instruction, developing academic language and accurate, automatic word recognition.
-
- Thursday, September 10, 9:00-3:00, in-person
- Thursday, October 8, 4:30-7:30, online
- Thursday, November 5, 4:30-7:30, online
- Thursday, December 3, 4:30-7:30 pm, online
- Thursday, January 7, 4:30-7:30 pm, online
- Thursday, January 14, 9:00-3:00, in-person
- Completion is anticipated in late January.
Spring: Language, Literacy, and Deeper Learning: Meaning-Level Instruction and Assessment
In the spring, the focus shifts to the implementation of effective, engaging instruction in language comprehension and the integration of reading and writing. As a prerequisite, participation in the spring session requires completion of the fall session OR prior experience in literacy instruction and faculty permission.
-
- Thursday, January 28, 9:00-3:00, in-person
- Thursday, February 11, 4:30-7:30, online
- Thursday, March 18, 4:30-7:30, online
- Thursday, April 15, 4:30-7:30, online
- Thursday, May 13, 4:30-7:30, online
- Thursday, May 27, 9:00-3:00, in-person
- Practicum work and independent practice may continue after the final seminar. Completion is anticipated in late June.
Cost and Credits:
- 3 graduate credits for each inquiry; 6 credits if you do both
- add 2-4 credits (optional) for LETRS® certification
- add 1 credit (optional) for additional exploration of research
- add 1 credit (optional) for a clinical coaching cycle
- $640 per credit