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Dec 02, 2024
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EDTE 4210 - Foundations of Reading Instruction, Diagnosis, and Remediation for Classroom Teachers
This course is designed to provide candidates with a theoretical and practical understanding of the foundations of reading instruction, assessment, and intervention. It does this by providing practical, hands-on experiences that will allow the candidate to assess, reflect on, and design instruction that fits the strengths and needs of classroom students. Candidates analyze both formal and informal assessment and observations to provide differentiated intervention designed for the individual student’s needs and learning styles.
Requisites: EDTE 2200 and 3250 and Admission to Advanced Standing and 2.75 GPA
Credit Hours: 3
Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts.
Lecture/Lab Hours: 2.0 lecture, 2.0 laboratory
Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I
Learning Outcomes: - Students will be able to assess K-12 students for interest and motivation and plan literacy instruction accordingly.
- Students will be able to assess K-12 students in each of the five elements of literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension.
- Students will be able to collaborate with parents as a source of information and for the purposes of communicating K-12 students’ literacy strengths and needs.
- Students will be able to use the assess-plan-teach cycle to inform instruction.
- Students will be able to apply K-12 student interests and other motivational strategies in their teaching of literacy.
- Students will be able to use assessment data to plan differentiated instruction designed to meet the literacy needs of individual K-12 students.
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