Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description This module deepens students' understanding of how to support varying literacy strengths and needs in the classroom. A specific focus is placed on the use of the Continuum of Support and Response to Intervention to ensure inclusive practice. Students will interrogate the research basis for literacy interventions relating to a wide range of topics including phonological awareness, phonics and reading comprehension. An emphasis is placed on knowledge of assessment to ascertain and monitor children's progress in literacy learning. The importance of adopting a strengths-based approach that is cognisant of cognitive, emotional and social development is explored. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Understand how a response to intervention approach can be used to support the literacy learning of all 2. Develop knowledge of why children encounter difficulties in learning to read and write 3. Critically analyse the empirical research base for different literacy interventions 4. Identify, use and evaluate a variety of assessments for different aspects of literacy development (e.g. phonics, phonological awareness, comprehension) 5. Develop awareness of broad perspectives on literacy difficulties (e.g. cognitive, social, emotional, cultural) | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Understanding literacy developmentKey models of reading/writing development (e.g. the Simple View of Reading; Scarborough's Reading Rope) and their implications for literacy teachingResponse to Intervention/Continuum of SupportUnderstanding how Response to Intervention/Continuum of Support is used as a problem-solving approach to ensure high quality literacy teaching for all, supplemented with targeted assessment and teaching for those who need additional supportHigh quality, whole class literacy pedagogyUnderstanding the research base for high quality teaching of key literacy skills/knowledge (e.g. alphabetics, comprehension, fluency, writing)AssessmentUnderstanding the need for ongoing assessment; using assessment to inform early intervention; designing assessments; evaluating available assessmentsProviding tailored/responsive instructionIdentifying the substantive focus and instructional arrangements for one on one and small group teaching for children encountering literacy difficultiesPerspectives on inclusive practiceDeveloping a wide-angle view on the impact of literacy difficulties; strengths-based approaches; contemporary issues (e.g. effects of ability grouping) | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||