Grand Canyon University 4 credits Secondary Education
Teacher candidates explore instructional strategies for delivering differentiated instruction to promote reading and writing proficiency. Language and literacy development is examined to inform assessment, intervention, and remediation practices to support middle to high school readers of diverse ability levels, including students with dyslexia and other reading disabilities. Using this foundational knowledge, teacher candidates will select, adapt, and use research-based instructional strategies and interventions with attention focused on literacy in academic curricula to advance learning for adolescent students. Practicum/field experience hours: 15. Fingerprint clearance required.
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