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  2. Diagnosis and Remediation of Language/Literacy Problems [LAN4128]

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

  • Unit Code

    LAN4128

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

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.

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; e.g. practical implementation and critical review of diagnosis and remediation.
  2. Demonstrate an understanding of some of the possible causes of language/literacy difficulties which may reside both within and outside the learner.
  3. Demonstrate an understanding of the assessment-instruction (diagnostic teaching) process.
  4. Discuss language/literacy difficulties from various theoretical perspectives.
  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 diagnostic teaching process.
  2. Critical analysis of various teacher-made, informal and formal assessment procedures.
  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 Exercise75%
ParticipationAssignment/Class Exercise25%

Text References

  • Adams, M. (1991). Beginning to read. Thinking and learning about Print. Cambridge, MA.: MIT.
  • Barr, R., Sadow, M.W., & Blachowicz, C.L.Z. (1995). Reading diagnosis for teachers. New York: Longman.
  • Snowling, M.J. (1993). Childrens' written language difficulties: Assessment and management. Windsor: NFER-Nelson.
  • Lipson, M.Y., Wixson, K.K. (1997). Assessment and instruction of reading and writing disability: An interactive approach. New York: Harper Collins.
  • Kibby, M. (1995). Practical steps for informing literacy instruction: A diagnostic decision making model. Newark: IRA.
  • Kemp, M. (1987). Watching children read and write. Melbourne: Nelson.
  • Hallahan, D.P., & Kauffman, J.M. (1994). Exceptional children. (5th Ed). Englewood Cliff, N.J.: Prentice Hall.
  • Goswarni, U., & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Lawrence Erlbaum.
  • Ekwall, E.E., & Shanker, J.L. (1993). Diagnosis and remediation of the disabled reader. Massachusetts: Allyn and Bacon.
  • Brown, O. (1996). Tips at your fingertips: Teaching strategies for adult literacy tutors. Newark: IRA.
  • Chall, J.S., Jacobs, V.A., & Baldwin, L.E. (1990). The reading crisis: Why poor children fall behind. Harvard: Cambridge.
  • Clay, M.M. (1993). An observation survey: Of early literacy development. Auckland: Heinemann.
  • Clay, M.M. (1993). Reading recovery: A guidebook for teachers. Auckland: Heinemann.
  • Coles, G.S. (1987). The learning mystique. New York: Pantheon Books.
  • Collins, M.D., & Cheek, E.H. (1993). Diagnostic - prescriptive reading instruction. (4th Ed.). Dubuque: W.C.B. Brown & Benchmark.

Journal References

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

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.

LAN4128|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

  • Unit Code

    LAN4128

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

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.

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; e.g. practical implementation and critical review of diagnosis and remediation.
  2. Demonstrate an understanding of some of the possible causes of language/literacy difficulties which may reside both within and outside the learner.
  3. Demonstrate an understanding of the assessment-instruction (diagnostic teaching) process.
  4. Discuss language/literacy difficulties from various theoretical perspectives.
  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 diagnostic teaching process.
  2. Critical analysis of various teacher-made, informal and formal assessment procedures.
  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 Exercise75%
ParticipationAssignment/Class Exercise25%

Text References

  • Adams, M. (1991). Beginning to read. Thinking and learning about Print. Cambridge, MA.: MIT.
  • Snowling, M.J. (1993). Childrens' written language difficulties: Assessment and management. Windsor: NFER-Nelson.
  • Lipson, M.Y., Wixson, K.K. (1997). Assessment and instruction of reading and writing disability: An interactive approach. New York: Harper Collins.
  • Kibby, M. (1995). Practical steps for informing literacy instruction: A diagnostic decision making model. Newark: IRA.
  • Kemp, M. (1987). Watching children read and write. Melbourne: Nelson.
  • Hallahan, D.P., & Kauffman, J.M. (1994). Exceptional children. (5th Ed). Englewood Cliff, N.J.: Prentice Hall.
  • Goswarni, U., & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Lawrence Erlbaum.
  • Ekwall, E.E., & Shanker, J.L. (1993). Diagnosis and remediation of the disabled reader. Massachusetts: Allyn and Bacon.
  • Barr, R., Sadow, M.W., & Blachowicz, C.L.Z. (1995). Reading diagnosis for teachers. New York: Longman.
  • Brown, O. (1996). Tips at your fingertips: Teaching strategies for adult literacy tutors. Newark: IRA.
  • Chall, J.S., Jacobs, V.A., & Baldwin, L.E. (1990). The reading crisis: Why poor children fall behind. Harvard: Cambridge.
  • Clay, M.M. (1993). An observation survey: Of early literacy development. Auckland: Heinemann.
  • Clay, M.M. (1993). Reading recovery: A guidebook for teachers. Auckland: Heinemann.
  • Coles, G.S. (1987). The learning mystique. New York: Pantheon Books.
  • Collins, M.D., & Cheek, E.H. (1993). Diagnostic - prescriptive reading instruction. (4th Ed.). Dubuque: W.C.B. Brown & Benchmark.

Journal References

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

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.

LAN4128|1|2