Option 1 - The Science of Reading for Deaf and Hard-of-Hearing Students

Course Description 

Educational interpreters are expected to do more than accurately convey spoken and signed messages—they are integral members of the educational team. To effectively interpret classroom instruction and educational discussions, interpreters must understand the literacy frameworks, instructional practices, and evidence-based strategies that guide reading instruction for Deaf and Hard of Hearing (DHH) learners. 

This course introduces educational interpreters to the Science of Reading through the lens of DHH students. Participants will explore foundational reading models, examine the diverse language and literacy characteristics of DHH learners, and develop an understanding of how learner profiles, accommodations, instructional strategies, and individualized supports influence literacy instruction. 

Using authentic student scenarios and classroom examples, participants will learn how Teachers of the Deaf analyze student data, select evidence-based instructional strategies, and plan literacy instruction. While educational interpreters are not responsible for providing reading instruction, understanding these instructional approaches enhances interpreting accuracy, improves conceptual equivalence, supports informed collaboration with educational teams, and ultimately strengthens language access for Deaf and Hard of Hearing students. 

 

Learning Objectives 

By the end of this course, participants will be able to: 

  • Explain the foundational principles of the Science of Reading and describe how the Five Pillars of Reading, the Simple View of Reading, and Scarborough's Reading Rope apply to Deaf and Hard of Hearing (DHH) learners.  

  • Recognize the diverse language, communication, and literacy characteristics of DHH learners and explain how these differences influence literacy instruction and educational decision-making.  

  • Differentiate between accommodations, modifications, and instructional strategies, and describe how educators use these supports to promote literacy development.  

  • Interpret the key components of a Learner Profile and explain how student data is used to identify appropriate instructional supports and literacy strategies.  

  • Analyze classroom scenarios to recognize evidence-based literacy practices and instructional supports commonly used by Teachers of the Deaf with DHH learners.  

  • Describe how understanding literacy instruction, educational terminology, and instructional decision-making enhances interpreting accuracy, strengthens collaboration with the educational team, and improves language access for DHH students. 

Important Dates

📋 Registration:
Open Now – September 1, 2026

💻 Professional Learning Available:
August 1 – September 4, 2026

📧 Moodle Access:
Links will begin being emailed on August 1, 2026.

Please Note

  • Register using an email address that you check regularly.

  • All course information and Moodle access details will be sent to the email address you provide.

  • All professional learning activities must be completed by September 4, 2026, to be eligible for an Attendance Certificate and/or CEUs (if applicable).

 2 Options to Choose From

Facilitator-Led Track

The Facilitator-Led Track is designed for teams of two or more educational interpreters who wish to complete this professional learning experience together. Participants will engage with the course content by watching the instructional videos as a group and then participating in guided, face-to-face discussions using the facilitator guide and provided discussion questions. This collaborative format encourages meaningful dialogue, shared reflection, and practical application of the course content. By learning together, participants can benefit from the diverse experiences and perspectives of their colleagues while strengthening their professional practice. This track is ideal for districts, regional interpreter teams, or professional learning communities seeking a structured, interactive learning experience.

Independent Track

The Independent Track is designed for educational interpreters who prefer the flexibility of completing the course on their own schedule. Participants will independently access and complete the required Cox Campus module before engaging in guided online discussions within Moodle. This format provides opportunities for individual reflection while fostering meaningful interaction with colleagues through asynchronous discussion activities. Participants will apply course concepts by sharing insights, responding to discussion prompts, and learning from the experiences and perspectives of others. This track is ideal for interpreters who need a flexible, self-paced professional learning experience while still benefiting from a collaborative online learning community.

Register Here