ERL 578 Instruction, Assessment, and Intervention in Literacy

This course examines the purpose and application of assessment within the five essential components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) and how they relate to the strands of Scarborough’s Reading Rope (2001). Candidates identify and administer research-based literacy assessments for a variety of purposes and use assessment data to inform intervention and instruction and consider the needs of all students within a Response to Intervention (RTI) model. In addition, candidates will also develop an understanding of how evidence-based research should inform the design of structured literacy lesson plans. Course includes components of state requirements for certification.

Credits

3

Outcomes

1. This course will prepare students to:
2. Demonstrate understanding of the different types of reading assessments (screening, diagnostic, progress monitoring, summative) and the purpose of each.
3. Understand the Response to Intervention (RTI) model and how it applies to the classroom in order to support the needs of all students.
4. Demonstrate understanding of how assessment informs whole class instruction as well as differentiation for specific subgroups and individual students (multilingual learners, students with dyslexia, students below or far below grade level in reading).
5. Identify, administer, and analyze research-based assessments based on the five essential components of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension) as appropriate for a specific subgroup or individual student.
6. Apply knowledge of the Simple View of Reading (SVR) and Scarborough’s Reading Rope (2001) when designing and implementing appropriate interventions in response to assessment data.
7. Apply knowledge of efficacious Tier I Science of Reading instruction.