No Limits: Transforming Literacy Through Content-Area Reading is designed to engage elementary through postsecondary educators in realizing what happens when we leverage reading in all content areas to eliminate literacy gaps.

Educators will engage in diagnostic teaching opportunities that build students’ content-area reading skills to help minimize the divide that exists between students who read at grade level and those who do not.

Participants will engage in collaborative activities to understand the importance of teaching reading in all content areas and how providing students with a variety of texts can expand their comprehension and content knowledge, experience AVID's critical reading process, and explore ways to gradually release the responsibility of the process to their students.

This collaborative experience will empower every educator with the knowledge, strategies, and skills to develop a culture of reading for accessing rigorous content in all grade levels.

Participants will engage in both synchronous and semi-synchronous learning. All strategies, digital activities, and digital tools experienced can be leveraged in face-to-face or virtual learning environments.

Performance Objectives

  • Identify reasons students struggle with literacy within their specific grade level or content area and outline specific action steps for integrating and increasing literacy and making it relevant.
  • Identify strategies to make reading a core function of learning in classrooms or content areas.
  • Identify the why behind the various forms of texts used within content areas and grade levels and develop an action plan to increase and diversify the types of texts used to engage all students more fully.
  • Examine what it means to teach diagnostically by focusing on balancing the relationship between students’ skills and their content knowledge.


Module 1
Imagine a World Where All Students Can Read

Module 2
All Teachers Are Reading Teachers

Module 3
Capturing Students’ Interest With a Variety of Texts

Module 4
Transferring Ownership of Reading to Students