DCU Home | Our Courses | Loop | Registry | Library | Search DCU

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Evidence-Informed Practice: URA
Module Code EC8010
School 74
Module Co-ordinatorSemester 1: Paula Lehane
Semester 2: Paula Lehane
Autumn: Paula Lehane
Module TeachersPaula Lehane
NFQ level 10 Credit Rating 20
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

Different research methodologies have valuable contributions to make to the study of literacy and dyslexia. However, there are standards of quality for every type of research. This module aims to provide a general overview of common research approaches applied to literacy to help students to better evaluate literacy research and, in particular, research relating to dyslexia. Students of this module will examine definitions and descriptions of different methodological approaches to answering a range of literacy research questions and claims. Key ideas in educational research (e.g. reliability, validity, ethics, learner voice) will be considered throughout the sessions as will the relevance of recent and seminal research findings to their own professional context. In the second term, a particular emphasis will be placed on students learning how to communicate key research findings to different education partners.

Learning Outcomes

1. Offer definitions, descriptions and critiques of different research methodologies and paradigms.
2. Identify what kinds of claims and questions different methodologies are most appropriate for.
3. Understand the standards for quality in different methodologies.
4. Summarise, evaluate and interpret articles discussing literacy research.
5. Communicate literacy research findings in ways appropriate to the audience (e.g. parents), purpose (e.g. improve practice) and context (e.g. mainstream schools).
6. Reflect on the application of research findings to their own professional context.
7. Define the concept of implementation gap and describe its significance for the context of literacy.
8. Develop commitment to evidence-informed practice.

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

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Completion of online activityPart A: Reflective Journal/Activities (80%) Students will complete a series of activities every semester in relation to the above topics. Part B: Article Evaluation and Summary (20%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

  • Marla H. Mallette,Nell K. Duke: 2020, Literacy Research Methodologies, Third Edition, Guilford Publications, 9781462544318
Other Resources

Programme or List of Programmes
MSPLDM.Ed in Specific Learning Dif.(Dyslexia)

My DCU | Loop | Disclaimer | Privacy Statement