RED 4519 - Diagnosis and Intervention in Reading for Students in K-12

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2026 (660)

Requisites

(Admission to Elementary Education (K-6) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ELEDR-BS) or
Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (Bachelor of Science) (PKPED-BS) or
Admission to Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ESEDR-BS)) and
(Prerequisite RED 3309 with a minimum grade of C and
Prerequisite RED 4511 with a minimum grade of C)

Course Description

This course focuses on the knowledge and application of qualitative and quantitative reading assessments in the K-12 classroom. Preservice teachers will conduct case studies on students with reading difficulties in order to demonstrate their ability to interpret pre-existing data reports, to select and administer appropriate assessments, and to analyze data to inform reading instruction. By engaging in a systematic problem-solving process, they will identify characteristics of conditions such as dyslexia, provide appropriate interventions and conduct effective progress monitoring. A major emphasis of the course is on diagnosis of reading problems, administration of the assessments, evaluation of results, and planning interventions within a Multi-Tiered System of Support framework.
Lecture, discussion, simulated assessment practice, and a diagnostic case study constitute various course activities. This course includes 20 school-based hours of participation/observation of reading in an educational setting.

Learning Outcomes and Objectives

  1. The teacher candidate will analyze assessments and evaluations in reading by:
    1. defining terminology related to assessment and evaluation, including test reliability, validity, standard error of measurement, and the types of scoring from standardized reading tests.
    2. discussing the advantages and disadvantages of formal and informal assessment.
    3. applying knowledge of the characteristics, administration, and interpretation of qualitative and quantitative reading assessments, including how to triangulate data and plan instruction.
    4. describing the purposes of various formal reading assessments administered by school-based educators, including the differences between norm-referenced and criterion-referenced assessments and how to interpret data reports.
  2. The teacher candidate will determine the roles of literacy assessments within an effective instructional model by:
    1. discussing how assessment relates to the literacy process and all elements of reading, writing, and spelling instruction and development.
    2. describing the impact assessment has on instruction within a classroom with a typical range of student achievement.
    3. identifying the impact that assessment has on instruction for students who have reading difficulties.
    4. articulating the importance assessment plays in informing families of their child’s development.
    5. describing the purposes of various formal reading assessments administered by school-based educators, including the differences between norm-referenced and criterion-referenced assessments and how to interpret data reports.
  3. The teacher candidate will evaluate the purposes and uses of specific types of assessments (e.g., screening, diagnostic, progress-monitoring, and outcome) by:
    1. distinguishing assessments that are appropriate for various developmental levels of reading (emergent, early, fluent, and mature readers).
    2. assessing the reading strengths and diagnostic needs for all students, including trend data that indicates adequate progress in reading development.
    3. matching assessments to the purpose and intended audience.
    4. administering appropriate assessments to address individual students’ needs, including those with dyslexia and students who have a substantial deficiency in reading.
  4. The teacher candidate will plan classroom literacy instruction and interventions that integrate the role of ongoing assessments and evaluations by:
    1. analyzing and summarizing data from various assessments administered to students, including diagnostic test results administered by psychologists, speech-language professionals, and educational evaluators.
    2. determining grouping patterns and instructional modes for instruction based on assessment data within a Multi-Tiered System of Support model.
    3. adapting instruction based on collection, analysis, and interpretation of data including identification of materials and appropriate instructional strategies for all learners.
    4. documenting and using data within a systematic problem-solving process to differentiate instruction, intensify intervention and meet the needs of all students, including those who exhibit the characteristics of reading difficulties and dyslexia.
    5. reviewing assessment results with caregivers and families and sharing strategies for supporting reading development for student
  5. The teacher candidate will plan differentiated instruction and interventions to remediate and accelerate literacyby:
    1. analyzing and evaluating assessment data on students with varying literacy challenges, including English Learners.
    2. determining multimodal interventions appropriate for various literacy problems (e.g., students with special needs, such as dyslexia; challenged emergent readers; older struggling readers).
    3. interpreting language-appropriate assessments in reading to students who are English learners and making modifications as needed.
    4. evaluating appropriate and allowable accommodations as specified in the Individual Educational Plan or 504 Plan when assessing students with disabilities in reading.
  6. The teacher candidate will recognize various ways technology is used to enhance reading assessment, evaluation, and instruction by:
    1. identifying technology-based resources for assessment of reading.
    2. reviewing computer assisted reading and writing instructional programs for emergent, early, fluent, and mature readers.
    3. explaining methods for collecting, sorting, and evaluating data using software programs.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I 3/12/02, BOT 4/16/02, Effective yrtr 20021. C&I 4/8/03, BOT 5/20/03, Effective 20031. C&I 9/28/04, BOT 11/16/04, Effective 20042(0345). C&I 7/12/05, BOT 8/23/05, Effective 20051(0355) Added Topic 2. C&I 1/24/06, BOT 2/21/06, Effective 20052(0360). Deleted Topic 2. C&I 5/23/06, BOT 6/20/06, Effective 20061(0370). Reinstated Topic 2. C&I 9/12/06, BOT 10/17/06, Effective 20061(0370).Change Topic 2. C&I 3/23/2010, BOT 4/21/2010, Effective 20093(0425). C&I 4/27/2010, BOT 6/15/2010, Effective 20093(0425). C&I 1/20/2012, BOT 2/21/2012, Effective 20121(0460). C&I Approval: 05/16/2014, BOT Approval: 10/21/2014, Effective Term: Spring 2015 (495).
C&I Approval: , BOT Approval: , Effective Term: Spring 2026 (660)

Related Programs

  1. Elementary Education (K-6) with Infused ESOL & Reading Endorsements (ELEDR-BS) (660) (Active)
  2. Elementary Education (K-6) with Reading Endorsement Apprenticeship (ELEDRA-BS) (660) (Active)
  3. Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (ESEDR-BS) (660) (Active)
  4. Exceptional Student Education (K-12) with Reading Endorsement Apprenticeship (ESEDRA-BS) (660) (Active)
  5. Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (PKPED-BS) (660) (Active)
  6. Prekindergarten/Primary Education (age 3 through grade 3) with Reading Endorsement Apprenticeship (PKPEDA-BS) (660) (Active)