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  2. Teaching Reading: Theory, Comprehension and Skills [LAN6001]

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

    Teaching Reading: Theory, Comprehension and Skills

  • Unit Code

    LAN6001

  • Year

    2018

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Dr Janet HUNTER

Description

Teachers will critically examine issues and research relating to theories of the reading process. The relationship between theoretical assumptions underlying current research in the teaching of reading will be addressed. Comprehension of text and related skills will be examined in terms of research into what constitutes effective teaching of reading. Critical evaluation of the latest research literature in the area will be undertaken, with emphasis on the relationship between theory and teaching practice. Teachers will apply their knowledge in practical situations and there will be scope for specialisation in specific areas of interest.

Equivalent Rule

Unit was previously coded LAN5001

Learning Outcomes

On completion of this unit students should be able to:

  1. Critique common educational leadership strategies and practices in the field in light of current evidence-based research.
  2. Demonstrate a knowledge of the theoretical and philosophical bases of a range of theories of reading.
  3. Demonstrate the ability to plan, implement and evaluate reading programs that are effective for particular individual, class or school contexts.
  4. Discuss implications of theory for the teaching of reading.
  5. Explain how theories of reading can provide insights into reading processes.
  6. Explain the relationship between reading processes, the multiple and varied contexts in which teachers work and the multiple and varied texts to which students are exposed.
  7. Identify and discuss assessment and teaching practices which will assist students to develop effective independent reading practices.

Unit Content

  1. Assessment of reading.
  2. Critical analysis of research reports and other literature in the area of reading and reading education.
  3. Critical analysis of selected theories of reading processes, that include psychological and socio-political orientations.
  4. Development and evaluation of effective reading programs.
  5. Factors that influence learning to read.
  6. Reading as a complex developmental process.
  7. Reading hypermedia/multimodal texts.
  8. Research on the effective teaching of reading.

Learning Experience

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

Lectures, workshops, practical experiences.

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
AssignmentAssignment 140%
ProjectApplied Assignment 260%
ONLINE
TypeDescriptionValue
AssignmentAssignment 140%
ProjectApplied Assignment 260%

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.

LAN6001|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

    Teaching Reading: Theory, Comprehension and Skills

  • Unit Code

    LAN6001

  • Year

    2018

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Dr Janet HUNTER

Description

Teachers will critically examine issues and research relating to theories of the reading process. The relationship between theoretical assumptions underlying current research in the teaching of reading will be addressed. Comprehension of text and related skills will be examined in terms of research into what constitutes effective teaching of reading. Critical evaluation of the latest research literature in the area will be undertaken, with emphasis on the relationship between theory and teaching practice. Teachers will apply their knowledge in practical situations and there will be scope for specialisation in specific areas of interest.

Equivalent Rule

Unit was previously coded LAN5001

Learning Outcomes

On completion of this unit students should be able to:

  1. Critique common educational leadership strategies and practices in the field in light of current evidence-based research.
  2. Demonstrate a knowledge of the theoretical and philosophical bases of a range of theories of reading.
  3. Demonstrate the ability to plan, implement and evaluate reading programs that are effective for particular individual, class or school contexts.
  4. Discuss implications of theory for the teaching of reading.
  5. Explain how theories of reading can provide insights into reading processes.
  6. Explain the relationship between reading processes, the multiple and varied contexts in which teachers work and the multiple and varied texts to which students are exposed.
  7. Identify and discuss assessment and teaching practices which will assist students to develop effective independent reading practices.

Unit Content

  1. Assessment of reading.
  2. Critical analysis of research reports and other literature in the area of reading and reading education.
  3. Critical analysis of selected theories of reading processes, that include psychological and socio-political orientations.
  4. Development and evaluation of effective reading programs.
  5. Factors that influence learning to read.
  6. Reading as a complex developmental process.
  7. Reading hypermedia/multimodal texts.
  8. Research on the effective teaching of reading.

Learning Experience

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

Lectures, workshops, practical experiences.

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
AssignmentAssignment 140%
ProjectApplied Assignment 260%
ONLINE
TypeDescriptionValue
AssignmentAssignment 140%
ProjectApplied Assignment 260%

Core Reading(s)

  • Pressley, M., & Allington, R. L. (2014). (M. Pressley & R. L. Allington, Eds.), Reading instruction that works : the case for balanced teaching (4th ed.). New York: Guilford Press.

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.

LAN6001|1|2