Latest Module Specifications
Current Academic Year 2025 - 2026
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Description *This module is taught and assessed simultaneously with module ISE1015 These modules focus on the development of literacy across the continuum. The components and foundations of literacy are explored, and a range of theoretical perspectives and models of the reading process are examined. Phases in the developmental progress of phonological skills, word recognition, spelling, reading fluency, and reading comprehension are examined. Students examine the nature and context of specific learning difficulties (SpLD), current conceptualisations of dyslexia and co-occurring and associated differences. Students also consider current evidence and developments in research, policy and instructional practice in the area of language and literacy, with particular reference to Ireland. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. 1DF18B4E-8D96-0001-A823-3D0C4C701251 2. To Be confirmed 5. 1 6. 1E26388E-C787-0001-B953-1CB21530195C 7. Engage with research based theoretical perspectives and apply this knowledge to an understanding of the processes used by children struggling with reading, writing and spelling 9. 6,7 10. 2 11. 1E26388E-E0D3-0001-972B-51B019431384 12. Examine the simple view of reading and critically appraise this view with reference to recent research and literature and in the context of dyslexia 14. 7,9,11 15. 3 16. 1E26388E-FE12-0001-4423-19F01B74167C 17. Explain the reasoning or evidence behind the main points in current definitions of Dyslexia 19. 6,9,11 20. 4 21. 1E26388F-36FF-0001-8280-A5C0155C1B3E 22. Identify the distinguishing characteristics of dyslexia and related reading and learning difficulties (including language comprehension disorder (‘poor comprehender ‘ profile), Dysgraphia, Dyscalculia, Attention Deficit Disorder) and examine these profiles with regard to the neurodiversity of learners 24. 6,7,9,10,12,21 25. 5 26. 1E26388F-5912-0001-EC9F-1FF0C9B761B0 27. Examine and evaluate te differences between good and poor readers (cognitive, neuro biological and linguistic) and recognise main areas of difficulty in the educational setting for learners with Dyslexia/SpLD 29. 9,11 30. 6 31. 1E26388F-7590-0001-123E-18E0A1B012BE 32. Analyse and evaluate the affective and emotional effects of SpLDs and how these can be sensitively supported 34. 6,7,9,10 35. 7 36. 1E26388F-937E-0001-1FDF-8274155711AA 37. Critically evaluate legal and ethical frameworks surrounding SpLDs and special educational needs 39. 6,11 40. 8 41. 1E26388F-A689-0001-D270-FC114E0013B8 42. Reflect critically on one’s own thinking and practices and develop self-reflection in applying new knowledge and understanding to practice 44. 7,9,10 45. 9 46. 1E26388F-B436-0001-8DC5-B00EA870DF70 47. Understand and critically evaluate the proposed causes and explanations of specific learning difficulties (Dyslexia) and the implications of these for practice with children and young people 49. 6,7,11 50. 10 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
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Indicative Reading List Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||