Registry
Module Specifications
Archived Version 2022 - 2023
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Description This module builds on key concepts introduced in Literacy courses in Years 1 and 2 of the B.Ed programme and explores how a range of strategies can be modified to suit the needs of struggling readers and writers in the classroom context. Students will develop an understanding of why children develop literacy difficulties. Through hands-on practical activities students will build a range of assessment strategies and pedagogies to cater appropriately for the diversity of needs in classrooms through differentiated instruction. Students will use informal assessment strategies to plan appropriate individual interventions for struggling readers and writers in the classroom. Students will explore how a range of digital tools can be utilised to support the development of literacy with struggling readers and writers | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Develop knowledge of why children struggle with reading and writing. 2. Explore the characteristics of effective interventions 3. Develop knowledge of Informal Assessment practices : MPIR; Observational Survey; Attitude and Interest Survey 4. Develop awareness of how to motivate and engage students in classroom through a range of pedagogical approaches 5. Develop knowledge of effective practices to develop a balanced literacy framework for struggling readers and writers 6. Develop a range of practical resources for the classroom 7. Develop knowledge of digital tools and technologies to support all learners | |||||||||||||||||||||||||||||||||||||
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 Investigate the components of effective reading and writing programmes to build an inclusive classroom. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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