Module: New Literacies:Dyslexia

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	New Literacies:Dyslexia
Module Code	EDP1135 (ITS: EC324)
Faculty	Language, Literacy & ECE	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

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.

Total Workload: 0

Section Breakdown
CRN	21086	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator		Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Part 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; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Reading List

Books:

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,,

Articles:

Dwyer, B.: 2016, Engaging all students in Internet Inquiry., The Reading Teacher,, 69(4), 383, 34852
2018: Think globally, act locally: Teaching climate change through digital inquiry, The Reading Teacher, 71 (6), 34853, 1
Dyslexia in Ireland, North and South: Perspectives on developments since publication of the Dyslexia Reports: 34854, 1, Rose, J.
DCSF Report.: 53295, 1, Department of Education and Science, 2001
53296: 1, Department of Education, Northern Ireland (DENI), 2017, ). Resource File for Special Educational Needs. Understanding Memory Difficulties.,

Other Resources

https://dyslexiaida.org/: International Dyslexia Website,
https://www.4d.org.nz/school/: 4D Dyslexia Website New Zealand,
https://www.madebydyslexia.org/: Made by Dyslexia Website,