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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Literacy Education
Module Code ED2029
School 77
Module Co-ordinatorSemester 1: Niamh Watkins
Semester 2: Niamh Watkins
Autumn: Niamh Watkins
Module TeacherNo Teacher Assigned
NFQ level 8 Credit Rating 2.5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Repeat examination
Series of short questions based on pedagogical scenarios

This module addresses the core skills and knowledge needed for integrating reading, writing and oral language in 1st to 6th class of the primary school, with a particular focus on fiction. The module addresses core skills for reading including the explicit teaching of word recognition (drawing on phonological, orthographic and morphological knowledge); teaching vocabulary; teaching comprehension (to include comprehension strategies, text structure); organising for teaching reading (on a whole-class; small group; individual basis). A particular focus is placed on developing children as writers of fiction (narrative and poetry) to include: essential writing skills and pedagogical approaches to teaching writing; Overview of writing genres in primary classrooms; cognitive and affective dimensions of literacy; importance of high quality classroom libraries and creating a literate environment. The module also addresses evidence-informed approaches to the assessment and teaching of spelling, dialogic approaches to support oral language development.

Learning Outcomes

1. Analyse and apply the research base on how children learn to read and write
2. Identify, enact and reflect on research-based pedagogical approaches for the teaching of reading, writing and oral language
3. Critically review the Primary Language Curriculum and identify implications for preparation and practice
4. Explore approaches to integrating the three strands (reading/writing/oral language) and identify opportunities for integrated language pedagogy
5. Source and evaluate high-quality texts and appropriate resources for teaching literacy

Workload Full-time hours per semester
Type Hours Description
Lecture11One hour lecture
Workshop11One hour workshop Reading; groupwork; response to reading; evaluation of resources
Independent Study11Reading; reflection on reading; critique methodologies/approaches/resources
Assignment Completion20End of semester examination
Total Workload: 53

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 Assessment0% Examination Weight100%
Course Work Breakdown
TypeDescription% of totalAssessment Date
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

  • Seidenberg, M.: 2017, guage at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It.,
  • Beck, I.L., McKeown, M., & Kucan, L.: 2013, Bringing Words to Life : Robust Vocabulary Instruction,
Other Resources

Programme or List of Programmes
BEDBachelor of Education
HMSAStudy Abroad (Humanities & Soc Science)
HMSAOStudy Abroad (Humanities & Soc Science)
IESAStudy Abroad (Institute of Education)
IESAOStudy Abroad (Institute of Education)

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