| Module Title |
Understanding Dyslexia |
| Module Code |
ISE1017 (ITS: SI422) |
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Faculty |
Inclusive & Special Education |
School |
DCU Institute of Education |
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NFQ level |
8 |
Credit Rating |
5 |
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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.
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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
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 4 | live lectures | | Independent Study | 96 | Reading and assignment preparation | | Online activity | 25 | Online learning activities |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 20558 | 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 | Sylwia Kazmierczak-Murray | Module Teacher | Aoife Brennan |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| 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;
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
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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:
- 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.,
Articles:
- Department of Education and Science: 2001, Report of the Task Force on Dyslexia, http://www.sess.ie/sites/default/files/Dyslexia_Task_Force_Report_0.pdf, 518517
- 2015: A Word-Study Approach to Coteaching for Spelling, LEARN, Journal of Irish Learning Support Association, 37, 76-90., 518518, 1
- Evidence-based Interventions for Reading and Language Difficulties: Creating a Virtuous Circle: British Journal of Educational Psychology (81) 1-23., 518519, 1, Stanovich, K. E.
- Reading Research Quarterly, 21, 360-407.:
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Other Resources
- 1: Research Report, Rose, J., 2009, Identifying and teaching children and young people with dyslexia and literacy difficulties,
- 415581: 1, Website, NCSE, National Council for Special Education,
- www.ncse.ie: 415582, 1, Website, The Dyslexia Association of Ireland, DAI website
- : http://www.dyslexia.ie/: 415583, 1, Website, British Dyslexia Association, BDA website
- http://www.bdadyslexia.org.uk/:
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