RED 4519 - Diagnosis and Intervention in Reading

3 credit(s)
Prerequisite(s): RED 4012 and admission into the Bachelor of Science in Education program or special permission from the Dean of the School of Education.
Prior to enrolling in any upper level course (course number beginning with a 3 or 4), students must complete the following courses with a grade of “C” or better: ENC 1101 English Composition I, ENC 1102 English Composition II, and three semester hours of college level mathematics; or permission from the appropriate academic dean.
Required: This course requires fifteen (15) hours of field experience in K-6 for ELED majors and fifteen (15) hours of field experience in 5-9 for LAED students.
This course is designed to introduce teacher candidates to a wide range of reading assessment instruments and scientifically-based strategies used for understanding the individual and diverse needs of children. Candidates in this course will focus on effective use of assessment data to identify areas of concern and to plan, evaluate, and revise effective reading instruction to prevent difficulties and promote development. This class will explore materials and methods for a student-centered approach which builds on the students’ strengths and will focus on developing intervention plans for struggling readers. After taking this course, teacher candidates will have a stronger understanding of the reading process including the five dimensions of reading (e.g. phonemic awareness, phonics, fluency, vocabulary, comprehension) and factors that promote effective teaching of literacy skills. This course requires fifteen (15) hours of field experience in K-6 for ELED majors and fifteen (15) hours of field experience in 5-9 for LAED students.