rdng503 | Graduate

Diagnosis And Remediation

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This course is designed to provide participants with practice in current research-based assessment, diagnosis, and intervention and accommodations for struggling readers and diverse learners with literacy difficulties. Participants explore informal and formal assessments for progress monitoring. In addition, participants examine assessment results and create assessment reports with recommendations.

This graduate-level course is 4 To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 4

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    Instruction for Vocabulary, Comprehension, and Writing

    • Evaluate instructional routines for learners challenged by text materials in the content areas.
    • Analyze writing strategies that support comprehension in the content areas.
    • Describe the process of learners acquiring vocabulary.
    • Determine research-based strategies to facilitate comprehension.

    Overview of Reading and Writing Difficulties

    • Compare the characteristics of struggling readers to those of proficient readers.
    • Explain how educational and non-educational factors can impact reading growth.
    • Identify the characteristics of response to intervention, and how they relate to the diagnosis, assessment, and remediation of struggling readers.
    • Identify principles of research-based assessment, diagnosis, and intervention.

    Assessment, Diagnosis, and Intervention

    • Identify the principles of effective assessment.
    • Determine record-keeping methods for informal assessments.
    • Analyze formal assessments used for progress monitoring and placement.
    • Examine the factors that must be considered when evaluating assessments.
    • Compare the characteristics and functions of Tiers I, II, and III interventions.
    • Identify the elements of an assessment report with recommended interventions.
    • Examine the importance of communicating the results of literacy assessments and placement decisions to stakeholders.
    • Evaluate the importance of continuous assessment and progress monitoring.

    Instruction for Early Literacy

    • Analyze research-based programs for early literacy.
    • Examine the effectiveness of research-based routines for decoding and word analysis.
    • Describe the essential components of early literacy.
    • Examine early intervention and identify who is most in need of it.
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    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.