Vantage Learning
Helping Struggling Readers With Content Area Learning (6-12)

Helping Struggling Readers With Content Area Learning (6-12)

EDUC 6915


Learn research-based strategies that can maximize your ability to help all of your students read better and meet subject standards in your class. This course focuses on what you need to know about struggling readers, including how to identify and meet their needs. Discover what support resources are available to you as a content-area teacher, such as parents and reading professionals.



Learn how to:

  • Analyze the relationship between students’ reading and content learning.

  • Design a plan to use vocabulary and comprehension reading strategies in your classroom.

  • Implement interventions that will help to improve reading, writing, and learning.


    Featured presenters include Richard Allington, Ph.D., Dorothy Strickland, Ph.D., and Richard Vacca, Ph.D. 

Materials provided include:
  • Study guide
  • Supporting Struggling Readers Grades 6-12 DVDs
  • Course text: Chapman, C., & King, R. (2003). Differentiated instructional strategies for reading in the content areas. Thousand Oaks, CA: Corwin Press.
  • Course text: Davis, D. (with Spraker, J., & Kushman, J.). (2004). Improving adolescent reading: Findings from research. Portland, OR: Northwest Regional Educational Laboratory
  • Articles packet

Enrollment Information

  • Credit: 3 semester hours of graduate credit
  • Maximum: 3 courses per term
  • Registration: August 1—November 18, 2011
  • Completion: coursework due February 29, 2012
  • Course Withdrawal date: 45 calendar days after you register

IMPORTANT NOTICES: Please indicate where you live in the pull down menu below prior to adding this course to your cart.

  • Walden graduate courses are not available in Arkansas.
  • Please read our Walden University Course FAQ for additional information.
  • Additional fees may be required for international orders. Upon completion of your order, please call 310-578-4700 or email to arrange delivery.
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