Diagnostic and Instructional Interventions in Reading

Course Code:

Credit Hours:

Effective beginning:

001C, 700C


Course Description:
Formal & informal methods (standardized norm-referenced, criterion-referenced, performance assessment) & materials used to identify reading strengths and needs of students. Case studies will be completed to demonstrate ability to diagnose & correct reading difficulties. Topics include assessments that address all elements of reading (comprehension, word recognition, phonemic awareness, phonics, fluency, vocabulary & concept development, etc.). Major emphasis on reading problems diagnosis, assessments administration, evaluation of results, & planning instruction/interventions to correct or remediate. 10 hours of participation and teaching required.


Course Details


RED 3009, RED 3311 or RED 3360, RED 4312



Casey Dowgul


Required textbooks/ course materials:

No textbook or course materials are required to purchase for this course.

Appropriate dress for field experience: School of Education polo (Polos are available in the campus bookstore.)



Assignment/course outline:

See your Instructor First Day Handout for individual instructor assignment schedule.


Discipline-level learning outcomes:

E – 1   Designs and plans effective instructional lessons.

E – 2   Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.

E – 3   Delivers and facilitates effective instruction.

E – 4   Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.

E – 5   Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning.

E – 6   Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.


Course-level learning outcomes:

Course-level student learning outcomesDiscipline-level learning outcomesAssessment methods

Assess and articulate current functioning level of reading in order to analyze assessment and develop instruction

Support diversity during planning and delivering of reading instruction through flexible grouping, cooperative learning, and peer-tutoring approaches

Apply knowledge of the cultural characteristics of Florida’s LEP population to enhance instruction, apply current and effective ESOL teaching assessments, methodologies, create and demonstrate instruction

Select and articulate techniques for scaffolding instruction for children having difficulty in each of the five components of SBRR (Scientifically Based Reading Research) and apply practices and materials for accelerating language and literacy development

Evaluate assessment data to demonstrate instruction, monitor progress, address responsiveness to treatment, and to modify, differentiate, and individualize instruction






Task CC1G - RU

Task CC1G - RU; Task CC1F - RU

Task CC1G - RU

Task CC1E - RU
Task CC1F - RU
MA 1 – DE
MA 2 - SD

Task CC1E - RU
Task CC1G – RU
MA 2 - SD     


Means of accomplishing learning outcomes:

The course instructor will be delivering course content through class discussions on the material using various visual aids. Students are expected to be attentive and are encouraged to ask questions. In-class teaching strategies may include: participation, demonstrations, lecture, presentations, critical thinking and cooperative groups. Student attendance and participation is expected. Students are expected to read all assigned material before class and complete assigned projects in a timely manner to enable reflections and revisions on the final product.


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