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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title New Literacies:Dyslexia
Module Code EC324
School 77
Module Co-ordinatorSemester 1: Eithne Kennedy
Semester 2: Eithne Kennedy
Autumn: Eithne Kennedy
Module TeachersEithne Kennedy
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

Learning Outcomes

1. Develop knowledge to embed digital technologies in meaningful ways to enhance literacy and learning in the classroom
2. Explore a range of theoretical models and perspectives underpinning the New Literacies Studies
3. Explore pedagogical and methodological approaches to develop the skills, strategies, dispositions and social practices that students need to engage in Internet inquiry and research; to develop online reading comprehension and reader response with digital texts.
4. Develop knowledge and empathy for the learner with dyslexia and to recognise the indicators of dyslexia across the age span
5. Explore current issues in the identification and assessment of dyslexia; Develop informal assessment tasks for phonological awareness skills
6. Explore and critique multisensory resources and approaches; Design and make a multi-sensory resource or game suitable for learners with dyslexia.

Workload Full-time hours per semester
Type Hours Description
Total Workload: 0

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

Indicative Content and Learning Activities

Topic 1
The changing nature of literacy in 21st century; Key principles of New Literacies; Equity, Equality of Opportunity and Access to digital technologies; Challenges and Opportunities

Topic 2
Moving from page to screen, exploring differences. Reader as Assembler, Navigator, Summariser, Questioner. Reader response in an online environment

Topic 3
Internet Inquiry and Research. Developing key skills, strategies, dispositions and social practices in an online environment with students; Exploring pedagogical approaches for the classroom

Topic 4
Using digital technologies in meaningful ways to enhance literacy and learning Developing knowledge of Digital tools and apps; Creating digital artefacts

Topic 5
Understanding Dyslexia in the primary school - the nature of Dyslexia, definitions, impact, indicators. Evolving policy and practice, key issues in the debates on Dyslexia

Topic 6
Underlying causes of dyslexia- theories and research. Specific learning difficulties; co- existing difficulties; Role of working memory; Phonological processing skills; Older students

Topic 7
Early identification and assessment, informal assessment

Topic 8
Classroom support; multisensory approaches; the dyslexia friendly school

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentPart A (50%) New Literacies: Create a digital Artefact to support literacy; include a reflection on key skills, strategies, social practices and dispositions that children need to engage successfully in Internet inquiry and research drawing on research, personal experience and module content Part B (50%) Dyslexia: Create a Powerpoint presentations or a poster for a short presentation to staff on an aspect of dyslexia or issues relating to dyslexia and include explanatory notes (rationale grounded in research).100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Harrison, C., Dwyer, B., & Castek, J.: 2014, Using technology to improve reading and learning., Shell Publications, California, USA,
  • British Dyslexia Assocation: 2018, Dyslexia Friendly Schools Good Practice Guide., 2nd Edition., Department of Education UK,
  • Jim Rose DCSF Report: 2009, Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties.,
  • McPhillips, T.Hazzard, D., Beck,G., Casserly, A.M. & Tiernan, B. commissioned by the Standing Conference on Teacher Education North and South.: 2015, Dyslexia in Ireland, North and South: Perspectives on developments since publication of the Dyslexia Reports (Report on research conducted 2013 - 2015,,
Other Resources

0, https://dyslexiaida.org/, 0, International Dyslexia Website, 0, https://www.4d.org.nz/school/, 0, 4D Dyslexia Website New Zealand, 0, https://www.madebydyslexia.org/, 0, Made by Dyslexia Website,
Programme or List of Programmes
BEDBachelor of Education

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