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Helping Adolescent Readers Thrive: Tools for Secondary Classrooms
with Chelsey Klassen, PhD
Adolescent readers don’t outgrow the need for literacy instruction, and neither should teaching strategies. This session offers a concise, practical introduction to how reading develops and how you can better support secondary students who need targeted literacy intervention.
Many adolescents are still building critical reading skills that affect learning in every subject. This session strengthens your understanding of the key components of reading development, giving you the knowledge you need to identify barriers, respond with intention, and support meaningful progress for striving readers in middle and high school.
You will begin with a clear, accessible overview of how students learn to read and the foundational skills that support literacy success. From there, you’ll explore practical, classroom‑ready strategies you can use to provide targeted reading support at the secondary level, helping your students build confidence, competence, and momentum as readers.
Audience: Secondary teachers (grades 6-12, any subject)
| The Details | |
| Dates | Starts June 8 |
| Time | Asynchronous |
| Cost | $145 |
| Location | Online |
| Graduate Credits Available | 1 |
Purpose & Outcomes
- Build a clear, practical understanding of how students learn to read and why some adolescents continue to develop essential literacy skills at the secondary level.
- Gain evidence‑based, classroom‑ready strategies you can use across content areas to strengthen reading skills and support striving readers.
- Develop the confidence to create more accessible, literacy‑supportive classrooms that promote growth for students who need targeted
Chelsey Klassen, PhD
Facilitator
After teaching, coaching, and leading in K-12 schools for almost a decade Chelsey joined CU Denver as an instructor in the ASPIRE to Teach and Curriculum and Instruction MA program. She loves working with and supporting teachers as they navigate the joys and challenges of being a first year teacher. Additionally, her background in teaching and research is with Culturally and Linguistically Diverse Students, and specifically students labeled "Long Term English Learners".