RED 4654 - Foundations and Applications of Differentiated Instruction

College of Education

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

Requisites

Permission of the Program or
Admission to Educator Preparation Institute (EPI) with Reading Endorsement (Certificate with Financial Aid Eligibility) (EPIR-CT) or
Admission to Secondary English Education with Reading and ESOL Endorsement (Bachelor of Science) (ENGEDR-BS)

Course Description

This course focuses on issues related to differentiating the process, product, and context of reading instruction. Topics include the requisite knowledge and skills concerning the theory and characteristics of differentiated instruction. Preservice teachers will engage in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions and conduct effective progress monitoring.

Learning Outcomes and Objectives

  1. The preservice teacher will examine different characteristics of K-12 learners by:
    1. identifying the characteristics of language and cognitive development for each level of reading development (i.e., pre-emergent, emergent, early, fluent, mature).
    2. developing a list of multimodal strategies that address the needs of the general student population, English Learners, students with Specific Learning Disabilities including conditions such as dyslexia, and the gifted population.
    3. identifying factors impeding student reading development in each of the reading components based on informal and formal assessment data.
    4. applying current theories of second-language acquisition to work with English Learners at different stages of language acquisition and prior education.
    5. researching resources from organizations focusing on students with special needs, including students with severe cognitive disabilities.
  2. The preservice teacher will apply differentiated evidence-based instructional reading practices with K-12 learners by:
    1. reviewing case studies for learners in each of the components of reading (i.e, oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension) to intensify interventions or to enrich instruction.
    2. creating Tier II and Tier III interventions for learners who require additional support and those with a substantial reading deficiency.
    3. implementing lesson plans that utilize increasingly complex text, embed assessment, include scaffolding and provide reteaching when necessary for individuals and small groups.
    4. grouping learners by existing levels of performance, monitoring their progress, and evaluating their academic gains.
    5. developing and implementing a unit to increase students’ background knowledge, critical thinking and writing skills, using higher order questioning and complex texts.
    6. implementing appropriate instructional accommodations, including use of technology, as specified in the Individual Educational Plan or 504 Plan when differentiating reading instruction for students with disabilities, including students with characteristics of dyslexia.
  3. The preservice teacher will utilize the systematic problem solving process by:
    1. reflecting on instructional areas of success and noting areas to be improved upon.
    2. justifying future instruction based on K-12 learner data and progress.
    3. creating a portfolio for a multi-week project examining the differentiated reading interventions and progress of K-12 learners, including English Language Learners, students with difficulties in reading, and gifted students.
    4. analyzing case study videos for students with special needs and explaining how instruction could be differentiated.

Criteria Performance Standard

Upon successful completion of the course the student will, with a minimum of 75% accuracy, demonstrate mastery of the stated course objectives.

History of Changes

C&I Approval: , BOT Approval: , Effective Term: Spring 2021 (585).
C&I Approval: , BOT Approval: , Effective Term: Spring 2026 (660)

Related Programs

  1. Educator Preparation Institute (EPI) with Reading Endorsement (EPIR-CT) (660) (Active)
  2. Secondary English Education with Reading and ESOL Endorsement (ENGEDR-BS) (660) (Active)
  3. Secondary English Education with Reading Endorsement Apprenticeship (ENGEDRA-BS) (660) (Active)