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Diagnosis, Remediation, and Differentiated Instruction




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Please Note: Attendance and participation are mandatory in all University courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

University of Phoenix reserves the right to modify courses. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative.

Course level: Continuing Teacher Education

This course focuses on the assessment and correction of reading and writing difficulties in the K–12 classroom setting. Participants identify factors that affect reading performance, explore formal and informal literacy assessments, and examine strategies for the diagnosis and remediation of struggling readers and diverse learners with literacy difficulties, including students with dyslexia. An additional focus is on differentiated instruction with an emphasis on phonics, fluency, vocabulary, and comprehension. Interest inventories, English language learner screening, visual and auditory discrimination tools, language expression and processing screening, and spelling and writing assessment tools are also addressed.  This course does not include field experience. *Note for Michigan students interested in taking this course to meet the state's reading requirement: Michigan Department of Education allows a “field experience” to be fulfilled within the teacher’s current teaching placement. UOPX will request a service record to confirm employment in order to process MDE's "Diagnosis & Remediation of Reading Course Verification Form This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.



What you'll learn

Course skills and outcomes

Week 1

  • Identify the nature and incidence of reading and writing difficulties.
  • Describe the major cognitive, language, emotional, and physical factors involved in reading and writing difficulties.
  • Describe the role that social, cultural, family, economic, and educational factors play in a child’s literacy development.
  • Explain the unique challenges in diagnosing and supporting English language learners who struggle with literacy.
  • Describe typical signs and symptoms of dyslexia in K–12 students.2.1 Examine the development, the format, and the alignment of the English Language Proficiency (ELP) Standards to the Arizona English Language Arts Standards.

Week 2

  • Identify principles of effective assessment, including those intended to identify reading difficulties.
  • Compare the purposes, distinguishing features, advantages and limitations of formal and informal literacy assessments.
  • Evaluate screening, progress monitoring, and benchmark assessments used to identify, place, and monitor struggling readers.
  • Identify principles and techniques for assessing English language learners.
  • Analyze tools and screening methods for use with students who see, hear, express, or process language in diverse ways, including those with dyslexia.

Week 3

  • Describe the purpose and uses for reading interest inventories as part of a balanced assessment program.
  • Identify assessments that can be used to evaluate a student’s phonemics, phonics, and fluency skills.
  • Analyze the impact of decoding difficulties on a struggling reader.
  • Select appropriate research-based strategies that could be used to support a student struggling with phonemics, phonics, and/or fluency.

Week 4

  • Identify assessments that can be used to evaluate a student’s vocabulary and comprehension skills.
  • Explain the nature of vocabulary learning and principles of vocabulary instruction, giving consideration to the unique vocabulary needs of English language learners.
  • Plan a program for teaching vocabulary to struggling readers.
  • Design lessons that embrace major theories of comprehension and incorporate teaching techniques that foster comprehension.
  • Select appropriate research-based strategies that could be used to support students in developing vocabulary and building comprehension skills, including comprehension of content-area texts.

Week 5

  • Identify assessments that can be used to evaluate a student’s spelling development and writing skills.
  • Compare effective programs for struggling writers.
  • Evaluate techniques and devices intended to support the development of spelling and writing.
  • Develop lessons that highlight the reading–writing relationship to reinforce the development of literacy skills.

Week 6

  • Identify key components of effective classroom instruction that support struggling readers.
  • Evaluate instructional strategies and teaching models that support struggling readers, including English learners.
  • Explain basic approaches to intervention, including response to intervention (RTI).
  • Critique major intervention programs and the principles upon which they are founded.
  • Incorporate models and methods of differentiated instruction into reading lesson plans and units.


Why take courses at University of Phoenix

Accreditation that matters

We’ve been accredited by the Higher Learning Commission ( for more than 40 years.

Real-world instructors

Learn from instructors who bring an average of 25 years of working experience to the classroom.

Affordable and potentially reimbursable

Our tuition and fees are competitive and fixed. Also, check to see if your employer will cover you for this course.

Next Steps

Start a conversation about your future with an enrollment representative today.

Start a conversation about your future with an enrollment representative today.

Call (844) 937-8679

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Credit Transfer

Credit Transfer

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