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  2. Literacy Coaching in Junior Primary [LAN4228]

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

    Literacy Coaching in Junior Primary

  • Unit Code

    LAN4228

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit is concerned with the diagnosis and focused teaching of language/literacy difficulties for children in the early years of primary school. Students will have the opportunity to build on their current expertise in the area through study of the literature and practical experiences.

Equivalent Rule

Replaces LAN4128

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding of the assessment-instruction (diagnostic teaching) process.
  2. Demonstrate an understanding of some of the possible causes of language/literacy difficulties which may reside both within and outside the learner.
  3. Carry out a project which investigates difficulty in language and/or literacy; e.g. practical implementation and critical review of diagnosis and remediation.
  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. Possible causes of language/literacy difficulties.
  2. Instructional decision-making and the justification of specific remedial procedures and professional report writing.
  3. Critical analysis of the diagnostic teaching process.
  4. Critical analysis of various teacher-made, informal and formal assessment procedures.
  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
AssignmentAssessment and Teaching Portfolio, Part A (Initial assessment of focus child)25%
ParticipationAssessment and Teaching Portfolio, Part B (Assessment and teaching, participation and preparation)75%

Text References

  • 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: NY. 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: Australia. Nelson.
  • Hallahan, D.P., & Kauffman, J.M. (1994). Exceptional children. (5th ed.). Englewood Cliff, NJ: 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: MA. Allyn and Bacon.
  • Collins, M.D., & Cheek, E.H. (1993). Diagnostic - prescriptive reading instruction. (4th ed.). Dubuque: WCB. Brown & Benchmark.
  • Coles, G.S. (1987). The learning mystique. New York: NY. Pantheon Books.
  • Clay, M.M. (1993). Reading recovery: A guidebook for teachers. Auckland: NZ. Heinemann.
  • Clay, M.M. (1993). An observation survey: Of early literacy development. Auckland: NZ. Heinemann.
  • Chall, J.S., Jacobs, V.A., & Baldwin, L.E. (1990). The reading crisis: Why poor children fall behind. Harvard: MA. Cambridge.
  • Brown, O. (1996). Tips at your fingertips: Teaching strategies for adult literacy tutors. Newark: IRA.
  • Barr, R., Sadow, M.W., & Blachowicz, C.L.Z. (1995). Reading diagnosis for teachers. New York: NY. Longman.
  • Adams, M. (1991). Beginning to read. Thinking and learning about print. Cambridge: MA. MIT.

Journal References

  • The Journal of Adolescent & Adult Literacy.
  • 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.
  • Applied Psycholinguistics.

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.

LAN4228|1|1

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

    Literacy Coaching in Junior Primary

  • Unit Code

    LAN4228

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit is concerned with the diagnosis and focused teaching of language/literacy difficulties for children in the early years of primary school. Students will have the opportunity to build on their current expertise in the area through study of the literature and practical experiences.

Equivalent Rule

Replaces LAN4128

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding of the assessment-instruction (diagnostic teaching) process.
  2. Demonstrate an understanding of some of the possible causes of language/literacy difficulties which may reside both within and outside the learner.
  3. Carry out a project which investigates difficulty in language and/or literacy; e.g. practical implementation and critical review of diagnosis and remediation.
  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. Possible causes of language/literacy difficulties.
  2. Instructional decision-making and the justification of specific remedial procedures and professional report writing.
  3. Critical analysis of the diagnostic teaching process.
  4. Critical analysis of various teacher-made, informal and formal assessment procedures.
  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
AssignmentAssessment and Teaching Portfolio, Part A (Initial assessment of focus child)25%
ParticipationAssessment and Teaching Portfolio, Part B (Assessment and teaching, participation and preparation)75%

Text References

  • 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: NY. 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: Australia. Nelson.
  • Hallahan, D.P., & Kauffman, J.M. (1994). Exceptional children. (5th ed.). Englewood Cliff, NJ: 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: MA. Allyn and Bacon.
  • Collins, M.D., & Cheek, E.H. (1993). Diagnostic - prescriptive reading instruction. (4th ed.). Dubuque: WCB. Brown & Benchmark.
  • Coles, G.S. (1987). The learning mystique. New York: NY. Pantheon Books.
  • Clay, M.M. (1993). Reading recovery: A guidebook for teachers. Auckland: NZ. Heinemann.
  • Clay, M.M. (1993). An observation survey: Of early literacy development. Auckland: NZ. Heinemann.
  • Chall, J.S., Jacobs, V.A., & Baldwin, L.E. (1990). The reading crisis: Why poor children fall behind. Harvard: MA. Cambridge.
  • Brown, O. (1996). Tips at your fingertips: Teaching strategies for adult literacy tutors. Newark: IRA.
  • Barr, R., Sadow, M.W., & Blachowicz, C.L.Z. (1995). Reading diagnosis for teachers. New York: NY. Longman.
  • Adams, M. (1991). Beginning to read. Thinking and learning about print. Cambridge: MA. MIT.

Journal References

  • The Journal of Adolescent & Adult Literacy.
  • 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.
  • Applied Psycholinguistics.

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.

LAN4228|1|2