Module: Understanding Dyslexia

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Understanding Dyslexia
Module Code	SI422 (ITS) / ISE1017 (Banner)
Faculty	DCU Institute of Education	School	Inclusive & Special Education
Module Co-ordinator	Eamonn Mccauley
Module Teachers	Aoife Brennan
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module will examine the history and definition of dyslexia, the causes in terms of current research evidence and explore key concepts and debates surrounding this learning difficulty. It will explore modifications to curriculum, instruction and assessment appropriate to students with dyslexia and identify specific teaching strategies for specific literacy skills including reading, spelling, writing and comprehension.

Learning Outcomes

1. Discuss and evaluate, with reference to the literature, key issues and debates around dyslexia
2. Apply knowledge and understanding of dyslexia and evidence-based intervention for students with dyslexia when consulting collaboratively with parents, colleagues and other professionals
3. share and apply their knowledge about best practices at whole school and classroom levels
4. Identify appropriate diagnostic literacy assessments to support the development of individual learning profiles for students with dyslexia
5. Make the necessary modifications to curriculum and instruction appropriate to the needs of students with dyslexia
6. Discuss ways to engage and support parents in meeting the learning needs of their children and in working collaboratively with teachers and other professionals involved with their children
7. Select appropriate instructional strategies for building specific literacy skills in students with dyslexia.
8. Describe the principles and techniques of effective instruction for the student with dyslexia.
9. Evaluate specific programmes, in terms of their evidence base, devised for students with dyslexia

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	4	live lectures
Independent Study	96	Reading and assignment preparation
Online activity	25	Online learning activities
Total Workload: 125

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 Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Written paper	80%	Week 10
Completion of online activity	Online learning activities	20%	Week 10

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Birsh, J. R.: 2011, Multisensory teaching of basic language skills (, Brookes Baltimore, MD.,
McKay, N.: 2012, Removing Dyslexia as a Barrier to Achievement. The Dyslexia friendly schools toolkit, Wakefield, Yorks.: SEN Marketing,
Reid, G., Fawcett, A., Manis, F., & Siegel, L: 2008, The Sage handbook of dyslexia., Sage, London,
Reid, G.: 2016, Dyslexia: A practitioner's handbook, Chichester: Wiley Blackwell.,

Other Resources

49020, Research Report, Rose, J., 2009, Identifying and teaching children and young people with dyslexia and literacy difficulties, http://www.thedyslexia-spldtrust.org.uk/media/downloads/inline/the-rose-report.1294933674.pdf, 49021, Website, NCSE, 0, National Council for Special Education, www.ncse.ie, 49022, Website, The Dyslexia Association of Ireland, 0, DAI website, : http://www.dyslexia.ie/, 49023, Website, British Dyslexia Association, 0, BDA website, http://www.bdadyslexia.org.uk/,