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  2. How Children Learn Literacy: Processes, Development, Difficulties [LAN6124]

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

    How Children Learn Literacy: Processes, Development, Difficulties

  • Unit Code

    LAN6124

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit addresses theories and models of literacy learning with particular reference to students with literacy learning difficulties. Teachers will examine issues in the prevention of literacy learning difficulties, early intervention and ongoing support for students who, for a variety of reasons, have not made expected progress. 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. There will be some scope for students to specialise in specific areas of interest.

Equivalent Rule

Unit was previously coded LAN4114, LAN5124

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 knowledge of the theoretical and philosophical bases of a range of models of literacy learning.
  3. Discuss the social construction of learning difficulties.
  4. Identify and diagnose children with literacy learning difficulties.
  5. Identify and use teaching strategies that are effective in the prevention of literacy learning difficulties, early intervention and ongoing support for students who have developed learning difficulties, including those who have specific learning disabilities.
  6. Identify ways in which they can differentiate the curriculum to cater for the individual needs of students with literacy learning difficulties.
  7. Identify ways in which they can provide support for teachers and parents who are working with students who have literacy learning difficulties.

Unit Content

  1. Critical analysis of models of literacy learning, including the role of phonological awareness and phonics.
  2. Critical analysis of research literature.
  3. Identification procedures for students who are at risk of, or who have developed literacy learning difficulties.
  4. Issues in the provision of support for teachers and parents who are working with students who have literacy learning difficulties.
  5. Issues related to the social construction of learning difficulties.
  6. Strategies and programs for learners with difficulties in literacy that can be implemented at the school, class, small group and individual level, with particular reference to differentiation of the curriculum for these students.
  7. The implications of these models for literacy learning and teaching.

Additional Learning Experience Information

Lectures, workshops, tutorials, use of electronic media, practical projects and independent study.

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
PresentationProfessional leadership presentation40%
Case StudyPlanning to meet the needs of students with literacy difficulties60%
ONLINE
TypeDescriptionValue
PresentationProfessional leadership presentation40%
Case StudyPlanning to meet the needs of students with literacy difficulties60%

Text References

  • ^ McKenna, M., & Stahl, K.D. (2009). Assessment for reading instruction. (2nd ed.). New York: The Guilford Press.
  • ^ Konza, D. (2003). Teaching children with reading difficulties. (2nd ed.). South Melbourne: Thomson.
  • ^ Gambrell, L.B., Morrow, L. M., & Pressley, M. (2011). Best practices in literacy instruction. (4th ed.). New York: The Guilford Press.
  • Rasinski, T. (Ed.). (2011). Rebuilding the foundation: Effective reading instruction for 21st century literacy. Bloomington, IN: Solution Tree Press.
  • Ashman, A., & Elkins, J. (1997). Educating children with special needs. Sydney, Australia: Prentice Hall.
  • Gillon, G. (2004). Phonological awareness: From research to practice. New York, NY: Guilford Press.
  • Gunning, T. (2012). Reading success for all students: Using formative assessment to guide instruction and intervention. San Francisco, CA: Jossey-Bass.
  • Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes Publishing.
  • Reid, G. (1998). Dyslexia: A practitioner's handbook. Chichester: John Wiley.
  • Westwood, P. (1997). Commonsense methods for children with special needs. (3rd ed.). London, United Kingdom: Routledge.
  • Souza, D. (2005). How the brain learns to read. Thousand oaks, CA: Corwin Press.
  • Snowling, M., & Hulme, C. (2007). The science of reading: A handbook. Carlton, Australia: Blackwell Publishing.
  • Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  • Shaywitz, S. (2003). Overcoming dyslexia. New York, NY: Vintage Books.
  • Schuele, C., & Murphy, N. (2014). The intensive phonological awareness program. Baltimore: Brookes Publishing.
  • Samuels, S., & Farstrup, A. (Eds.). (2011). What research has to say about reading instruction. (4th ed.). Newark, DE: International Reading Association.
  • Reid, G., & Fawcett, A. (Eds.). (2004). Dyslexia in context: Research, policy and practice. London, United Kingdom: Whurr Publishers.
  • Alvermann, D., Unrau, N., & Ruddell, R. (Eds.). (2013). Theoretical models and processes of reading. (6th ed.). Newark, DE: International Reading Association.
  • Afferbach, P. (2012). Understanding and using reading assessment K-12. (2nd ed.). Newark, DE: International Reading Association.
  • Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • Kamil, M.L., Mosenthal, P., Pearson, D.D., & Barr, R. (Eds.). (2000). Handbook of reading research. (Vol. 3). Mahwah N.J.: Lawrence Erlbaum Associates.

Journal References

  • Annals of Dyslexia (The Orton Dyslexia Society)
  • Applied Psycholinguistics
  • Australian Journal of Learning Disabilities
  • Australian Journal of Special Education
  • Child Development
  • Journal of Educational Psychology
  • Journal of Experimental Child Psychology
  • Journal of Learning Disabilities
  • Journal of Research in Reading
  • Reading and Writing
  • The Reading Teacher
  • Reading Research Quarterly

Website References

^ Mandatory reference

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.

LAN6124|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

    How Children Learn Literacy: Processes, Development, Difficulties

  • Unit Code

    LAN6124

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit addresses theories and models of literacy learning with particular reference to students with literacy learning difficulties. Teachers will examine issues in the prevention of literacy learning difficulties, early intervention and ongoing support for students who, for a variety of reasons, have not made expected progress. 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. There will be some scope for students to specialise in specific areas of interest.

Equivalent Rule

Unit was previously coded LAN4114, LAN5124

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 knowledge of the theoretical and philosophical bases of a range of models of literacy learning.
  3. Discuss the social construction of learning difficulties.
  4. Identify and diagnose children with literacy learning difficulties.
  5. Identify and use teaching strategies that are effective in the prevention of literacy learning difficulties, early intervention and ongoing support for students who have developed learning difficulties, including those who have specific learning disabilities.
  6. Identify ways in which they can differentiate the curriculum to cater for the individual needs of students with literacy learning difficulties.
  7. Identify ways in which they can provide support for teachers and parents who are working with students who have literacy learning difficulties.

Unit Content

  1. Critical analysis of models of literacy learning, including the role of phonological awareness and phonics.
  2. Critical analysis of research literature.
  3. Identification procedures for students who are at risk of, or who have developed literacy learning difficulties.
  4. Issues in the provision of support for teachers and parents who are working with students who have literacy learning difficulties.
  5. Issues related to the social construction of learning difficulties.
  6. Strategies and programs for learners with difficulties in literacy that can be implemented at the school, class, small group and individual level, with particular reference to differentiation of the curriculum for these students.
  7. The implications of these models for literacy learning and teaching.

Additional Learning Experience Information

Lectures, workshops, tutorials, use of electronic media, practical projects and independent study.

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
PresentationProfessional leadership presentation40%
Case StudyPlanning to meet the needs of students with literacy difficulties60%
ONLINE
TypeDescriptionValue
PresentationProfessional leadership presentation40%
Case StudyPlanning to meet the needs of students with literacy difficulties60%

Text References

  • ^ McKenna, M., & Stahl, K.D. (2009). Assessment for reading instruction. (2nd ed.). New York: The Guilford Press.
  • ^ Konza, D. (2003). Teaching children with reading difficulties. (2nd ed.). South Melbourne: Thomson.
  • ^ Gambrell, L.B., Morrow, L. M., & Pressley, M. (2011). Best practices in literacy instruction. (4th ed.). New York: The Guilford Press.
  • Rasinski, T. (Ed.). (2011). Rebuilding the foundation: Effective reading instruction for 21st century literacy. Bloomington, IN: Solution Tree Press.
  • Ashman, A., & Elkins, J. (1997). Educating children with special needs. Sydney, Australia: Prentice Hall.
  • Gillon, G. (2004). Phonological awareness: From research to practice. New York, NY: Guilford Press.
  • Gunning, T. (2012). Reading success for all students: Using formative assessment to guide instruction and intervention. San Francisco, CA: Jossey-Bass.
  • Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes Publishing.
  • Reid, G. (1998). Dyslexia: A practitioner's handbook. Chichester: John Wiley.
  • Westwood, P. (1997). Commonsense methods for children with special needs. (3rd ed.). London, United Kingdom: Routledge.
  • Souza, D. (2005). How the brain learns to read. Thousand oaks, CA: Corwin Press.
  • Snowling, M., & Hulme, C. (2007). The science of reading: A handbook. Carlton, Australia: Blackwell Publishing.
  • Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  • Shaywitz, S. (2003). Overcoming dyslexia. New York, NY: Vintage Books.
  • Schuele, C., & Murphy, N. (2014). The intensive phonological awareness program. Baltimore: Brookes Publishing.
  • Samuels, S., & Farstrup, A. (Eds.). (2011). What research has to say about reading instruction. (4th ed.). Newark, DE: International Reading Association.
  • Reid, G., & Fawcett, A. (Eds.). (2004). Dyslexia in context: Research, policy and practice. London, United Kingdom: Whurr Publishers.
  • Alvermann, D., Unrau, N., & Ruddell, R. (Eds.). (2013). Theoretical models and processes of reading. (6th ed.). Newark, DE: International Reading Association.
  • Afferbach, P. (2012). Understanding and using reading assessment K-12. (2nd ed.). Newark, DE: International Reading Association.
  • Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • Kamil, M.L., Mosenthal, P., Pearson, D.D., & Barr, R. (Eds.). (2000). Handbook of reading research. (Vol. 3). Mahwah N.J.: Lawrence Erlbaum Associates.

Journal References

  • Annals of Dyslexia (The Orton Dyslexia Society)
  • Applied Psycholinguistics
  • Australian Journal of Learning Disabilities
  • Australian Journal of Special Education
  • Child Development
  • Journal of Educational Psychology
  • Journal of Experimental Child Psychology
  • Journal of Learning Disabilities
  • Journal of Research in Reading
  • Reading and Writing
  • The Reading Teacher
  • Reading Research Quarterly

Website References

^ Mandatory reference

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.

LAN6124|1|2