In this course, you will explore advanced, evidence-based practices for planning, implementing, and monitoring reading programs that meet the diverse needs of learners in today’s classrooms. You’ll learn how to recognize early signs of reading difficulty, use assessment to guide instruction, and design learning experiences that honour students’ identities, cultures, strengths, and ways of knowing.
A key focus of the course is integrating Indigenous histories, perspectives, and knowledge systems; applying Ontario curriculum and policy through an anti-oppressive lens; and curating inclusive resources that provide equitable opportunities for all learners. You will also examine current research, work with theoretical frameworks, and use technology to enhance your own professional learning. Throughout the course, you will collaborate with peers, engage with families and communities, and build strategies that strengthen advocacy, collective efficacy, and literacy leadership. By the end of Reading, Part 2, you will be equipped to lead responsive, ethical, and culturally grounded reading programs that foster confident, capable readers.
Program Information
What you’ll learn studying Reading, Part 2:
- Apply evidence-based practices to implement and monitor reading programs, and to support learners with diverse needs
- Integrate Indigenous peoples’ histories, perspectives, and knowledge systems into your teaching and learning
- Analyze and apply Ontario curriculum, policies, and frameworks related to Reading, Part 2 from an anti-oppressive viewpoint
- Design inclusive and responsive programs that provide equitable opportunities for each learner, including the curation of evidence-based resources
- Promote advocacy for resources and services that respond to the cognitive, social, emotional, and physical needs of each learner
- Evaluate current research and literature to inform your professional practices and pedagogies
- Examine theoretical frameworks and fundamental principles underpinning Reading, Part 2
- Explore strategies to identify and address early signs of risk for reading difficulties
- Utilize technology and communication resources to enhance your professional knowledge and support professional practices
- Collaborate with families and cultivate professional learning communities that promote critical pedagogy and collective efficacy
Prerequisites
- OCT MEMBERSHIP showing completion of Reading, Part 1
- CONFIRMATION OF TEACHING EXPERIENCE FORM
Signed by a Supervisory Official from your Board confirming that you have one year (194 days) of teaching experience since becoming a certified teacher. - If you already hold a Part 2 or Specialist on your Certificate of Qualification, a new experience form is not required.
Materials
There are no additional resources required for this course.
Technology
- Laptop/PC: Windows 10 or higher or equivalent operating system with recommended 8 GB of RAM and at least 16 GB of free hard disk space and Wi-Fi capabilities.
- Access to reliable high-speed broadband internet access (Cable, DSL, LTE) with a minimum bandwidth of 15 Mbps is recommended.
- Included integrated webcam and microphone recommended.
This is an asynchronous, cohort based, instructor-led course with defined start date, end date and specific module due dates. Learners are not expected to be online at a certain time of day, but they are expected to work through the material alongside other learners. Learners should expect to spend 16-18 hours on coursework throughout each week to stay on track.
To successfully complete your program, you will complete all assignments, activities and discussions by the posted deadlines in the program.
Your progress will be continuously evaluated using a variety of formative and/or summative assessments to receive a final mark. Information about these assessment methods will be provided in the Learning Management System on the first day of the program.
| Course Detail | Course Info |
|---|---|
| Course Code | EDUC 9N522 |
| Course Name | Reading, Part 2 |
| Category | Three-Part AQs |
| Price | $725 |
| Delivery Mode | ASY - Asynchronous Online |
| Duration | 8 weeks |
| Registration | More Info |
| OSAP Eligible | Yes |
In partnership with
Important dates:
| EDUC 9N522 | Spring | Late Spring | Summer | Late Summer | Fall | Late Fall | Fall-Winter | Winter | Late Winter |
|---|---|---|---|---|---|---|---|---|---|
| 0. Availability | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ |
| 1. Start Date | Mar 23, 2026 | May 4, 2026 | Jun 22, 2026 | Jul 20, 2026 | Sep 14, 2026 | Oct 19, 2026 | Nov 16, 2026 | Jan 18, 2027 | Feb 22, 2027 |
| 2. End Date | May 17, 2026 | Jun 28, 2026 | Aug 16, 2026 | Sep 13, 2026 | Nov 8, 2026 | Dec 13, 2026 | Jan 24, 2027 | Mar 14, 2027 | Apr 18, 2027 |
| 3. Withdraw deadline 100% | March 29, 2026 | May 10, 2026 | June 28, 2026 | July 26, 2026 | September 20, 2026 | October 25, 2026 | November 22, 2026 | January 24, 2027 | February 28, 2027 |
| 4. Withdraw deadline 50% | April 12, 2026 | May 24, 2026 | July 12, 2026 | August 9, 2026 | October 4, 2026 | November 8, 2026 | December 6, 2026 | February 7, 2027 | March 14, 2027 |