Dyslexia Asynchronous Workshop Options for Fall 2025 Semester

For the 25-26 academic year, all Dyslexia track workshops are offered asynchronously via the Iowa Reading Research Center’s e-Learning webpage. Students will need to create an account within the IRRC-eLearning webpage. The modules are free to students at the University of Iowa. 

PLEASE NOTE: Students will receive a certificate upon successful completion of the course modules. If you are a TEP student using this module for BTLC Certificate credit, make certain to save this certificate in a folder on your computer and then upload it to your ICON Tracker along with the certificate you receive after completing a workshop log.

Contact Information: 
Iowa Reading Research Center
319-384-2268
irrc@uiowa.edu

Course: Dyslexia Overview Module
BTLC Credit: IS, D
Description: This module is designed to provide an overview of this reading disability, no matter the participant’s prior knowledge of dyslexia. Additional course details and registration link can be found on the Dyslexia Module webpage.

Course: Effective Literacy Instruction Module
BTLC Credit: IS, D
Description: This module covers practices identified in research that support the learning of all students. Participants will learn about the components of systematic and explicit instruction (e.g., using clear and concise language and sequencing skills) and how implementing the components can maximize the benefit of literacy instruction.

A review of the reading and writing skills that are developed across grade levels is included. Additional Course details and registration link can be found on the Effective Literacy Instruction Module webpage.

Course: Effective Vocabulary Instruction After Reading: Frayer Model Module
BTLC Credit: IS, D
Description: Using a specialized graphic organizer to explore vocabulary words more deeply after reading helps students develop their understanding of important words and concepts used in school texts. In this module, participants learn about effective vocabulary instruction, the kinds of vocabulary words to select from a text, the main components of the research-based Frayer Model, and the steps to implementing vocabulary instruction using the Frayer Model.

Additional course details and registration link can be found on the  Effective Vocabulary Instruction After Reading: Frayer Model Module webpage. 

Interactive Reading Module
BTLC Credit: IS, D (you will earn 2 credits towards your Teacher Leader Certificate)
Description: The practice of Interactive Reading cultivates younger students’ literacy learning through a teacher read-aloud. In this module, participants will learn about oral language, including the importance of teaching and providing students opportunities to express their ideas through speaking. This module also covers the systematic progression of narrative development skills, how to apply the PEER (prompt, evaluate, expand, and repeat) sequence of questioning during an interactive reading session, and how to use a graphic organizer and Clue Cards to guide and scaffold an interactive reading session.

Additional course details and registration link can be found on the Interactive Reading Module's webpage.

Small-Group, Skills-Based Instruction Module
BTLC Credit: IS, D (you will earn 2 credits towards your Teacher Leader Certificate)
Description: This module will explain how to implement small-group, skills-based instruction in the recommended 90-minute literacy block. Participants will learn how to use the literacy block to explicitly teach using differentiation to target the skills that each student needs to improve, variation of instructional format, and a systematic approach to developing foundational literacy skills. The module also covers rules and procedures for students to follow to ensure efficient use of instructional time.

Additional course details and registration link can be found on the Small-Group, Skills-Based Instruction Module webpage.

Course: Teacher Tools for Universally Implementing Structured Literacy Content Module
BTLC Credit: IS, D (you will earn 2 credits towards your Teacher Leader Certificate)
Description: This module will explain how to implement small-group, skills-based instruction in the recommended 90-minute literacy block. Participants will learn how to use the literacy block to explicitly teach using differentiation to target the skills that each student needs to improve, variation of instructional format, and a systematic approach to developing foundational literacy skills. The module also covers rules and procedures for students to follow to ensure efficient use of instructional time.

Additional course details and registration link can be found on the Teacher Tools for Universally Implementing Structured Literacy Content Module webpage.

Course: Teaching Students to Map Phonemes to Graphemes Module
BTLC Credit: IS, D
Description: Before students can sound out words and become proficient readers, they must know how to pronounce letters (graphemes) and letter combinations that make up the sounds (phonemes) in words. In this module, participants will learn about grapheme-phoneme mapping and its importance for literacy development, a strategy for teaching grapheme-phoneme mapping, how to support English learners developing these skills, and how to prepare students for peer-mediated and independent practice.

Additional course details and registration link can be found on the Teaching Students to Map Phonemes to Graphemes Module webpage.

Course: Understanding and Observing the Literacy Skills Associated With Dyslexia Module
BTLC Credit: IS, D (you will earn 2 credits towards your Teacher Leader Certificate)
Description: Before students can sound out words and become proficient readers, they must know how to pronounce letters (graphemes) and letter combinations that make up the sounds (phonemes) in words. In this module, participants will learn about grapheme-phoneme mapping and its importance for literacy development, a strategy for teaching grapheme-phoneme mapping, how to support English learners developing these skills, and how to prepare students for peer-mediated and independent practice.

Additional course details and registration link can be found on the Understanding and Observing the Literacy Skills Associated With Dyslexia Module webpage.

Course: Using Text Structures to Understand and Summarize Text Module
BTLC Credit: IS, D
Description: Before students can sound out words and become proficient readers, they must know how to pronounce letters (graphemes) and letter combinations that make up the sounds (phonemes) in words. In this module, participants will learn about grapheme-phoneme mapping and its importance for literacy development, a strategy for teaching grapheme-phoneme mapping, how to support English learners developing these skills, and how to prepare students for peer-mediated and independent practice.

Additional course details and registration link can be found on the Using Text Structures to Understand and Summarize Text Module webpage.

Course: Literacy LIFTER
BTLC Credit: IS, D
Description: Literacy LIFTER (Letter Identification and Formation for Transcription and Early Reading) is a free tool designed to empower educators and caregivers in supporting students’ handwriting and early reading skills. It provides users with evidence-based materials to teach handwriting and letter knowledge (i.e., letter names and sounds) to pre-kindergarten and elementary-aged students. This includes materials for flexible and efficient instruction, such as video models of letter formation and letter pronunciation as well as downloadable PDFs of student worksheets.

Additional course details and registration link can be found on the Literacy LIFTER webpage.

Introduction to Social Emotional Behavioral Health – Fall 2025

Workshop Details:

• When: August 25-November 14, 2025
• Where:  Asynchronous Workshop (you will be invited to the ICON course once you have registered for the workshop)
• Who: Current and aspiring preK-12 educators and staff
• Cost: Free
• BTLC Credits: IS, SEBMH

Please register here for Introduction to Social Emotional Behavioral Health (Fall 2025)
BTLC Credit: IS, SEBMH
This is an asynchronous module. After registering, you will be invited to the module's ICON course. Please allow up to 24 hours for the ICON invite to arrive in your email inbox.

This session is MANDATORY for all teacher candidates who have registered for the TLC-SEBMH track; however, all students are welcome to attend. 

This introductory workshop will provide an overview of what systemic SEBMH looks like in a learning environment, discuss core competencies at the elementary, middle, and high school levels, cover effective approaches for enacting it at the classroom level, and present recent research that substantiates its importance on a range of outcomes, including academic achievement and behavior. In this session, you will learn about the process through which children/adolescents understand and manage emotions, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. 

What You Will Learn:

1. Participants will learn what SEBMH is and its core components.
2. Participants will learn about the impact of SEBMH based on current research findings.
3. Participants will experience examples of SEBMH being practiced in a classroom. 

By registering for this event, you agree to be photographed or filmed for promotional purposes. 

If you have any questions or concerns, please email tlc@uiowa.edu and we will work with you to make any accommodations.

Advanced Academics & Talent Development Overview – Fall 2025

Workshop Details:

• When: September 4-November 14, 2025
• Where:  Asynchronous Workshop (You will be invited to the ICON course after you have registered for the workshop. Please allow up to 24 hours for the ICON invite to be sent to your email inbox.)
• Who: Current and aspiring preK-12 educators and staff
• Cost: Free
• BTLC Credits: IS, AATD

Please register here for Advanced Academics & Talent Development Overview (Fall 2025)

 

BTLC Credit: IS, AATD

This is an asynchronous module. After registering, you will be invited to the module's ICON course. Please allow up to 24 hours for the ICON invite to arrive in your email inbox.

This session is MANDATORY for all teacher candidates who have registered for the TLC-AATD track; however, all students are welcome to attend. 

This asynchronous workshop is required and should be completed before attending other AATD-Strand Workshops or completed concurrently with another AATD-Strand Workshop. In this workshop, participants will explore the unique needs of advanced learners. Key terms and concepts will be addressed, as well as evidence-based strategies and programming to support this population. The workshop will conclude with a review of the current Iowa Code to satisfy licensure requirements of an Extended Learner Program/TAG educator. 

What You Will Learn:

• Understand the unique needs of advanced learners.
• Discuss key terms and concepts related to advanced learners.
• Understand identification and programming supported by Iowa Code.

If you have any questions or concerns, please email tlc@uiowa.edu and we will work with you to make any accommodations.