Professional Development

School-Based Partnerships

The Reading League has ongoing professional development partnerships with dozens of schools in the United States and Canada. We work with schools to design learning plans that suit their needs, calendars, and budgets. Formats may include face-to-face and virtual professional development sessions, book club facilitation, virtual coaching, and regular strategic meetings with instructional leaders.

Districts in the Central New York area can elect to have a Reading League Coach in their schools to support teachers weekly.

The first step toward building a school-based partnership with The Reading League is to schedule an
Administrator Introduction Day.

  • Click here to download the Administrator Introduction Day details

Thank you for your interest in working with The Reading League. We appreciate your desire to learn more about what the scientific research evidence base says about reading, and how you can use it to benefit your students. Before entering into a formal long-term professional development relationship with schools, we require a full day with administrators. As building and district leaders, your commitment to increasing your own knowledge is vital to the success of transforming literacy instruction and achievement in your schools. This important day ensures that all leaders have common understandings and send consistent messages. After the Administrator Introduction Day is complete, we hope to collaborate and draft a plan to suit your needs, which may include various professional development options and coaching.

Morning Session: Introduction to The Evidence Base

  • Activating prior knowledge about reading
  • The Reading League’s origin, mission, and what we do
  • What does available assessment data say about how we are doing as a nation and locally?
  • What does the research on teacher knowledge tell us?
  • What does 40+ years of scientific research on reading tell us? (an overview of the larger ideas, as this takes years to learn deeply)
  • What are some myths and misconceptions?

Afternoon Session: What It Takes to Transform Literacy Instruction

  • Data and growth stories from our partnerships: What is possible?
  • Transformative vs. additive approaches to change
  • What is it like to work with The Reading League?
  • What to expect in the transformation process
  • How to learn more
  • Discussion
  • To schedule an Administrator Introduction Day for your school or district, please contact Dr. Heidi Beverine-Curry, Vice President for Professional Development
    315-362-2621 or

Speaking Engagements

Please contact Dr. Heidi Beverine-Curry at if you are interested in having one of our Science of Reading experts present at your conference or event.

We created The Reading League Online Academy to support educators as they build their professional knowledge, block by block.

Online Academy

Our online classes, called Knowledge Blocks, provide educators with an opportunity to select their own learning paths about evidence-aligned literacy instruction. Knowledge Blocks are 2.5 hour interactive learning sessions that take place in an intimate virtual setting, each with a maximum of 20 participants. These classes provide a unique opportunity to interact with our expert instructors and network with other participants.

TRL Online Academy features a variety of 2.5 hour Knowledge Blocks from which you can choose.
2021 offerings include:

The Science of Reading embodies over 40 years of research findings from multiple fields of study that shine a light on key fundamental principles of reading instruction. At The Reading League, we ground all of our professional development in three “anchors” that have emerged from this research. You may recognize the Simple View of Reading equation (Gough & Tunmer, 1986), but have you plugged in the numbers and talked about what it really means for different types of readers? You may have seen Scarborough’s Reading Rope (2001), but are the details etched in your long-term memory so you can use it as a lens for viewing instructional decisions? You may have heard of the Four-Part Processing Model for Word Recognition (Seidenberg & McClelland, 1989), but can you explain how it functions in skilled readers? We recommend starting with this Knowledge Block if you have unfinished learning about these anchors and how they can sharpen your thinking about assessment and instruction. Our Foundations Knowledge Block also addresses transformative versus additive change, and what it takes to transform the culture of practice in a school system.

You are likely aware of the importance of phonemic awareness, but what about phoneme proficiency?  This Knowledge Block will help untangle a bunch of “ph” terms associated with the Science of Reading and clarify the role of phoneme proficiency in skilled reading.  Participants will also learn how to administer and interpret Kilpatrick’s Phonological Awareness Screening Test (PAST), along with planning strategies and instructional approaches that can be used to teach for phoneme proficiency in face-to-face and virtual settings.  The PAST is available for free download at  Participants will receive a PDF version of the assessment via email.

Do you know a digraph from a diphthong?  How about the six major syllable types of English? This Knowledge Block will help you brush up on your own knowledge of phonics and give you a way to assess the phonic knowledge of your students.  Participants will also learn how to analyze this data so that it can inform instruction.

In this Knowledge Block, participants will learn how to plan and implement 40-60 minute engaging, evidence-aligned, 6-Step lessons to teach the phonemic and phonic skills necessary for efficient decoding, spelling, and fluency.  You will receive a collection of practical resources and ideas for using the TRL 6-Step approach in face-to-face and virtual instruction.

We know you are familiar with the Simple View of Reading, but did you know there is also a Simple View of Writing? In this Knowledge Block, participants will learn about the subcomponents of the SVW, and receive practical instructional guidance for each. We will also share a process that you and your colleagues may use to analyze your current approach to writing instruction, and determine how well it is aligned to the SVW.

Participants will learn about the role of the brain in reading and dyslexia. Early warning signs, as well as critical indicators and core deficits, will be presented. We will review special education law with an emphasis on specific learning disabilities and dyslexia. A discussion of clinical diagnosis versus educational classification, and IEPs versus 504 Plans, will guide participants to consider these nuances in the contexts of schools.

This Knowledge Block is appropriate for anyone seeking to gain a greater understanding of the school psychologist’s role in educational assessment for dyslexia, including critical evaluation areas to target. Specific test measures and key interpretations needed to render a dyslexia classification will be examined. We will discuss recommendations for interventions and accommodations, and conclude with evaluation tips for school psychologists.

Learn More and Register

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