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  2. Diagnosis and Remediation of Language/Literacy Problems 2 [LAN4118]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Diagnosis and Remediation of Language/Literacy Problems 2

  • Unit Code

    LAN4118

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

Description

This unit is concerned with the diagnosis and remediation of language/literacy difficulties from Early Childhood to Adulthood. Students will have the opportunity to build on their current expertise in the area through study of the literature and practical experiences. The unit is designed for students who wish to extend their expertise in the diagnosis and remediation of language/literacy problems.

Learning Outcomes

On completion of this unit students should be able to:

  1. Carry out a project which investigates difficulty in language and/or literacy; eg practical implementation and critical review of diagnosis and remediation.
  2. Describe some of the possible causes of language/literacy difficulties which may reside both within and outside the learner.
  3. Discuss their understandings of language/literacy difficulties from various theoretical perspectives.
  4. Explain the assessment-instruction (diagnostic teaching) process.
  5. Justify the use of various teacher-made, informal and formal observation procedures in order to identify the specific needs of children and adults who have difficulty in language/literacy.

Unit Content

  1. Critical analysis of the appropriateness of teacher-made, informal and formal assessment procedures.
  2. Implementation and processes of the diagnostic teaching process.
  3. Instructional decision-making and the justification of specific remedial procedures and professional report writing.
  4. Possible causes of language/literacy difficulties.
  5. Theoretical perspectives on language/literacy difficulties.

Additional Learning Experience Information

Lectures, Workshops, Tutorials, School based learning, Videos.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PortfolioAssignment / Class Exercise80%
ParticipationClass Participation and Preparation20%

Text References

  • South Australian Spelling Test (SAST) (revised 2004). In Westwood, P. (2005). Spelling approaches to teaching and assessment. (2nd ed.). ACER Press.
  • Snowling, M.J. (1993). Children's written language difficulties: Assessment and management. Windsor: NFER-Nelson.
  • Parkin, C., Parkin, C., & Pool, B. (2002). PROBE reading assessment with an emphasis on high-level comprehension. (2nd ed.). Triune Initiatives.
  • Ayrey, H. (1999). Informal prose inventory. Handy Resources.
  • McKenna, M.C., & Stahl, S.A. (2004). Assessment for reading instruction. New York: The Guilford Press.
  • Kibby, M. (1995). Practical steps for informing literacy instruction: A diagnostic decision making model. Newark: IRA.
  • Konza, D. (2006). Teaching children with reading difficulties. (2nd ed.). Melbourne, Australia: Thomson/Social Science Press
  • Lipson, M.Y., & Wixson, K.K. (1997). Assessment and instruction of reading and writing disability: An interactive approach. New York: Harper Collins.
  • Mather, N., Sammons, J., & Schwartz, J. (2006). Adaptations of the names test: Easy to use phonics assessments. The Reading Teacher. 60(2), 114-122.
  • Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary and spelling instruction. (3rd ed.). Upper Saddle River, NJ:

Journal References

  • The Reading Teacher.
  • The Journal of Adolescent & Adult Literacy.
  • Reading and Writing.
  • Applied Psycholinguistics.
  • Australian Journal of Learning Disabilities.
  • Journal of Learning Disabilities.
  • Literacy and Numeracy Studies: An International Journal in the Education and Training of Adults.
  • Reading Research Quarterly.

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN4118|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Diagnosis and Remediation of Language/Literacy Problems 2

  • Unit Code

    LAN4118

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

Description

This unit is concerned with the diagnosis and remediation of language/literacy difficulties from Early Childhood to Adulthood. Students will have the opportunity to build on their current expertise in the area through study of the literature and practical experiences. The unit is designed for students who wish to extend their expertise in the diagnosis and remediation of language/literacy problems.

Learning Outcomes

On completion of this unit students should be able to:

  1. Carry out a project which investigates difficulty in language and/or literacy; eg practical implementation and critical review of diagnosis and remediation.
  2. Describe some of the possible causes of language/literacy difficulties which may reside both within and outside the learner.
  3. Discuss their understandings of language/literacy difficulties from various theoretical perspectives.
  4. Explain the assessment-instruction (diagnostic teaching) process.
  5. Justify the use of various teacher-made, informal and formal observation procedures in order to identify the specific needs of children and adults who have difficulty in language/literacy.

Unit Content

  1. Critical analysis of the appropriateness of teacher-made, informal and formal assessment procedures.
  2. Implementation and processes of the diagnostic teaching process.
  3. Instructional decision-making and the justification of specific remedial procedures and professional report writing.
  4. Possible causes of language/literacy difficulties.
  5. Theoretical perspectives on language/literacy difficulties.

Additional Learning Experience Information

Lectures, Workshops, Tutorials, School based learning, Videos.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PortfolioAssignment / Class Exercise80%
ParticipationClass Participation and Preparation20%

Text References

  • South Australian Spelling Test (SAST) (revised 2004). In Westwood, P. (2005). Spelling approaches to teaching and assessment. (2nd ed.). ACER Press.
  • Snowling, M.J. (1993). Children's written language difficulties: Assessment and management. Windsor: NFER-Nelson.
  • Parkin, C., Parkin, C., & Pool, B. (2002). PROBE reading assessment with an emphasis on high-level comprehension. (2nd ed.). Triune Initiatives.
  • Ayrey, H. (1999). Informal prose inventory. Handy Resources.
  • McKenna, M.C., & Stahl, S.A. (2004). Assessment for reading instruction. New York: The Guilford Press.
  • Kibby, M. (1995). Practical steps for informing literacy instruction: A diagnostic decision making model. Newark: IRA.
  • Konza, D. (2006). Teaching children with reading difficulties. (2nd ed.). Melbourne, Australia: Thomson/Social Science Press
  • Lipson, M.Y., & Wixson, K.K. (1997). Assessment and instruction of reading and writing disability: An interactive approach. New York: Harper Collins.
  • Mather, N., Sammons, J., & Schwartz, J. (2006). Adaptations of the names test: Easy to use phonics assessments. The Reading Teacher. 60(2), 114-122.
  • Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary and spelling instruction. (3rd ed.). Upper Saddle River, NJ:

Journal References

  • The Reading Teacher.
  • The Journal of Adolescent & Adult Literacy.
  • Reading and Writing.
  • Applied Psycholinguistics.
  • Australian Journal of Learning Disabilities.
  • Journal of Learning Disabilities.
  • Literacy and Numeracy Studies: An International Journal in the Education and Training of Adults.
  • Reading Research Quarterly.

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN4118|1|2