Literacy Assessment and Interventions builds the full Tier 1-2-3 MTSS toolkit MAT candidates need for diagnosing and closing literacy gaps — including for students with dyslexia.
What D697 covers
The course helps candidates enhance their skills in identifying and addressing literacy challenges in all student populations, including students with dyslexia, through Tier 1, Tier 2, and Tier 3 multi-tiered systems of support and assessment (MTSS). It reviews the science of reading associated with a wide range of assessments and techniques used to evaluate reading, writing, speaking, and listening skills.
A significant focus is on designing and implementing targeted intervention strategies to support student learning in phonemic awareness, phonics, fluency, comprehension, and vocabulary development, with actionable steps to monitor student progress.
The D697 performance assessment
Expect a performance assessment requiring you to interpret literacy assessment data for a given student and design a tiered intervention plan addressing the identified need.
Key topics in D697
- Tier 1, 2, and 3 MTSS
- Literacy assessment administration and interpretation
- Targeted intervention design
- Progress monitoring
Writing tips for D697
Follow the task instructions and rubric line by line
WGU performance assessments for D697 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.
Ground every claim in a specific grade band and student population
MAT Elementary Education courses like D697 typically ask you to design instruction for a specific grade range and set of learner needs rather than write about teaching in the abstract. As a post-baccalaureate candidate, connecting your prior professional background to your instructional reasoning strengthens a response further.
Because WGU is self-paced, don't let "no deadline pressure" become no submission
There's no weekly due date forcing progress, which means procrastination costs more at WGU than at a traditional term-based school — a stalled task can quietly eat weeks of a term. Treat your own target date for each D697 assessment as a real deadline.
Stuck on your D697 task?
Our writers know WGU's competency-based format and this course's performance assessment. Get an original, properly cited paper matched to your task instructions.
Why students seek help with D697
MAT candidates sometimes recommend a generic intervention without tying it to the specific assessment data and correct MTSS tier — the rubric typically wants that intervention explicitly justified by the data and matched to the appropriate tier.
How GradeEssays helps with D697
Share your assessment scenario/data and rubric, and your writer will build a tiered intervention plan explicitly grounded in that data, at the correct MTSS tier.
Get Help With D697
Share your task instructions and rubric and we match you with a writer who knows this course and WGU's evaluation standards.
Place Your Order View All ServicesPrerequisites and program context
D697 has no listed additional prerequisites and is part of WGU's graduate (MAT) Elementary Education and Special Education teacher-licensure curriculum.
- Master of Arts in Teaching, Elementary Education
- Master of Arts in Teaching, Special Education
Related courses
Frequently asked questions
D697 is the graduate (MAT, post-baccalaureate) version of the same course content that undergraduate teacher-candidates complete as D689. The content and expectations mirror each other closely — the difference is the degree pathway and candidate population, not the classroom content itself.