University of Iowa 3 credits EDTL
Examination of research, policies, and practices related to reading assessments and intervention for school-aged children and adolescents; key focus on translating theoretical foundations of reading into practice of designing targeted interventions for students with varying strengths and weaknesses in core reading components; activities provide an understanding of underlying principles of diagnostic reading instruction and field-based practice in administering, scoring, and interpreting reading assessments; making data-based decisions about instruction for individual and small groups of students. Requirements: admission to MA in teaching, leadership, and cultural competency program.
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