Course Listing

2 Day Seminars

Reading Comprehension: Helping Readers Make Meaning From Text – Summer Institute 2024

When students have mastered decoding at a point of automaticity and read fluently with prosody, but still struggle with comprehension, what do we do? This 2-day seminar will provide participants with an opportunity to organize their thinking and explore instructional strategies that may support those readers who appear available to make meaning from text, yet face challenges doing so. We will use lectures to drive discussions, read case studies to connect to real students, and explore how students can make their thinking visible to communicate their understanding or lack of.

Upon completion, participants will be able to:

  • Understand variables that lead to and support reading comprehension
  • Identify target areas of remediation that require direct instruction
  • Think about how to assess and tease-out student understanding


Although the comprehension theoretical underpinnings are appropriate for all learners, many of the case studies and examples will focus on middle and high-school level students.



This course is appropriate for educators at all levels (elementary, middle, secondary).



Materials will be provided on-site.



There is an option to add one (1) graduate credit to this 2-day course from Fitchburg State University. Graduate credit is optional; the cost is $210 and the non-refundable payment is made directly to Fitchburg. The timeline to opt into graduate credit is firm and details will be available once the course begins so you can make your final decision at that time.



  • Delivery mode: In-person.
  • Attendance: Live, on the date and time listed in the course information section.

Course Information

10 Hours/PDPs
1 Optional Graduate Credit
Dates/Time Price
July 11-12, 2024
8:30am - 3:00pm

Teachers Say...

We were given abstract theories as well as hands on activities. In two days I learned so much more than I anticipated.

About the Instructor

Adam Hickey, Ed.M., M.S.Ed.

Adam is currently the Landmark School research coordinator and a Landmark Outreach lead faculty. Previously, Adam taught American literature in addition to his administrative role as an academic advisor. Adam is a graduate of the Harvard Graduate School of Education where he studied language and literacy development. While studying at Harvard, he taught at the Maria L. Baldwin School in Cambridge as a reading specialist and explored the influence of early intervention on struggling readers at the elementary level. He also holds a master’s degree in education from Simmons University. Adam is a licensed reading specialist and moderate special needs educator.

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