Course Listing

1 Day Workshops

Reading Comprehension: Helping Fluent Readers Make Meaning from Text, In-Person – Summer Institute 2022


  • Delivery mode: In-person. All guidelines around Covid-19 protocols will be followed and communicated to participants.
  • Attendance: Live, on the date and time listed in the course information section.


When students have mastered decoding at a point of automaticity and read fluently with prosody but struggle with comprehension, what do we do? This course will provide participants with an opportunity to spend a day organizing their thinking and exploring 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, 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 / direct instruction
  • Think about how to assess / tease-out student understanding


This course is appropriate for educators at all levels.

NOTE: This instructor is also teaching a weeklong reading comprehension course; some of the content in this course will be repeated in the 5-day version.


Materials will be provided on-site.

Course Information

5 Hours
Dates/Time Price
July 13, 2022
8:30am - 3:00pm

Registration is unavailable at this time.

Teachers Say...

Over 98% of educators felt that their Outreach Summer Institute seminar provided them with strategies and tools that will help their students.

About the Instructor

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

Adam is a graduate of Harvard University where he earned his masters degree in language and literacy development. He also holds a masters degree in education from Simmons College. Adam is licensed as a Reading Specialist and Moderate Special Needs Educator. He has taught at Landmark School since 1998. Currently, he is the Research Coordinator for Landmark School and a Lead Faculty for Landmark School Outreach where he consults to public and private schools. He has taught a number of graduate level courses on reading comprehension, the correlation between reading and writing development, and the relationship between cognitive potential and academic success. He also sits on the Board of the Massachusetts brand of the International Dyslexia Association.

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