This course prepares educators to design and deliver intensive evidence-based literacy instruction for students with reading and writing disabilities. Students examine the research foundations of literacy development, including the Science of Reading, the relationship beween oral and written language, and the cognitive and linguistic processes that support skilled reading and writing across grade levels. Emphasis is placed on structured literacy, explicit instruction, and the use of evidence-based practices to support diverse learners. Students develop knowledge of the language structures that underpin literacy, including phonology, orthography, morphology, syntax, and semantics, and learn to apply this knowledge to reading and writing instruction. The course addresses the essential components of literacy instruction, including phonological awareness, phonics, fluency, vocabulary, language comprehension, reading comprehension, spelling, handwriting, written expression, and Self-Regulated Strategy Deelopment (SRSD). Using assessment data to guide instruction is integrated throughout the course. Students learn to interpret screening and diagnostic data, identify literacy needs, select appropriate interventions, monitor student progress, and intensify instruction through Data-Based Individualization (DBI). Special attention is given to supporting students with dyslexia, reading and writing disabilities, and adolescents requiring intensive literacy intervention across content areas. [ 3 credits ]