This course focuses on evidence-based reading intervention strategies to develop candidates’ competencies and understanding of the components associated with the theoretical and practical aspects of reading and diagnostic assessment. Candidates will examine the administration and interpretation of diagnostic instruments necessary to evaluate students’ strengths and weaknesses for word recognition, phonics and word analysis, fluency, and vocabulary. Candidates will explore the symptoms, causes, and effects of reading disabilities, recommending research-based strategies that provide appropriate interventions to meet student needs. Candidates will create case reports detailing the data-driven decision-making process of diagnosis and originating a course of differentiated corrective and remedial instruction. Course requirements include field experience and clinical practice under the instructor's supervision. To observe classroom behaviors occurring in a naturalistic environment and to provide an authentic learning experience with diagnosing and correcting reading problems. Pre-requisite: EDUC 210, EDUC 290. Co-requisite: EDUC 440. Fall, Spring.