Latest Module Specifications
Current Academic Year 2025 - 2026
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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) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 development Key models of reading/writing development (e.g. the Simple View of Reading; Scarborough's Reading Rope) and their implications for literacy teaching Response to Intervention/Continuum of Support Understanding 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 support High quality, whole class literacy pedagogy Understanding the research base for high quality teaching of key literacy skills/knowledge (e.g. alphabetics, comprehension, fluency, writing) Assessment Understanding the need for ongoing assessment; using assessment to inform early intervention; designing assessments; evaluating available assessments Providing tailored/responsive instruction Identifying the substantive focus and instructional arrangements for one on one and small group teaching for children encountering literacy difficulties Perspectives on inclusive practice Developing 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 Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||