Handbook : Unit informationEdith Cowan University

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

  2017

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Dr Janet HUNTER

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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.

Core Reading(s)

• McKenna, M., & Stahl, K. D. (2009). Assessment for reading instruction. (2nd ed.). New York: The Guilford Press.
• Gambrell, L. B., Morrow, L. M., & Pressley, M. (2015). Best practices in literacy instruction. (4th ed.). New York: The Guilford Press.
• Konza, D. (2006). Teaching children with reading difficulties. (2nd ed.). South Melbourne: Thomson.

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