Resource: Appendix D of Reading Diagnosis and Improvement. Consider the characteristics of struggling readers and the factors that predispose students to reading difficulties. Create a checklist to include the following: Characteristics of struggling readers Educational factors that predispose students to literacy difficulties Noneducational factors that predispose students to literacy difficulties

1. RDG 502 Week 1 Individual Assignment Checklist and Struggling Readers Presentation
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Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students
to reading difficulties.
Create a checklist to include the following:
Characteristics of struggling readers
Educational factors that predispose students to literacy difficulties
Noneducational factors that predispose students to literacy difficulties
Select one of the following:
Your school’s current program for struggling readers Thank you for providing a clear
presentation
University of Phoenix Material: Literacy Program: Elementary School located on the
student website
Review the following scenario:
Your principal has just retired and his replacement, knowing that you recently completed
a continuing education course on reading, has asked you to compare the research-based
assessment, diagnosis, and intervention for struggling readers at your school with what
you recently learned in your course. The principal wants you to explain what is working
for struggling readers at your school and what needs improvement.
Select one of the following delivery mediums:
Microsoft® PowerPoint® presentation

2. Paper
Brochure
com
Other format approved by instructor
Address the following elements:
· Explain how your school’s program for these learners compares to the
recommendations provided in the Workshop One course readings.
· Summarize the guiding principles of Response to Intervention (RTI). Explanation
is complete for those faculty members who are not familiar with the RtI process Identify
which guiding principles are present and which must be added.
· Identify principles of research-based assessment intervention and diagnosis found
in the program.
· Make recommendations for your school’s program using course readings and other
sources as rationale.
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RDG 502 Week 2 Individual Assignment Early Literacy Matrix
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RDG 502 Week 2 Individual Assignment Early Literacy Matrix
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RDG 502 Week 3 Individual Assignment Four Lesson Plans for Literacy
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3. Resource: University of Phoenix Material: Lesson Plan Template located on the student
website.
Use the provided lessonplan template or use a lesson plan from your school approved by
your instructor.
Create four lesson plans, one for each of the following:
Early literacy: Decoding and word analysis
Early literacy: Vocabulary instruction
Comprehension in a content area: Social studies, mathematics, or science
Writing in the content areas
Include the following in your lessonplans:
Research-based strategies
Instructional routines
Accommodations for English language learners
Cite the source of the strategies.
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RDG 502 Week 4 Individual Assignment Record-Keeping Methods for Informal
Assessments
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Collaborate on the following:
Form small groups of three or four participants.

4. Share two or three record-keeping methods for informal assessments.
Work individually on the following:
Write a 350- to 700-word summary of record-keeping methods for informal assessments.
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RDG 502 Week 5 Individual Assignment Tiers Comparison
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Create a deliverable to increase parental understanding of Tiers I, II, and III interventions.
Select one of the following formats:
Graphic organizer
Pamphlet
Flowchart
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RDG 502 Week 6 Individual Assignment Culminating Project Student Literacy
Assessment Report
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Select one of the following to use as a resource(found on UOP materials page for this
course):
University of Phoenix Material: Elementary Student
University of Phoenix Material: Secondary Student

5. This assignment should cover the following:
Create an assessment report, based on elementary or secondary student information
provided.
Include the following elements in your assessment report:
Title page
Data from the elementary or secondary student information provided
A 1,050- to 1,400-word analysis of the student information in which you do the
following:
Analyze the results of informal and formal assessments administered to the student.
Explain the placement decision made for the student.
Recommend interventions for the student that addresses the needs identified in the
assessments.
Identify formal assessments to be used in the future for progress monitoring and
placement of the student.
Describe the benefits and challenges of continuous assessment and progress monitoring
for the student.
Present a plan for communicating these results to parents and for involving them in the
proposed literacy interventions.
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