Registry
Module Specifications
Archived Version 2022 - 2023
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Description This module addresses the core skills and knowledge needed for integrating reading, writing and oral language in 1st to 6th class of the primary school, with a particular focus on fiction. The module addresses core skills for reading including the explicit teaching of word recognition (drawing on phonological, orthographic and morphological knowledge); teaching vocabulary; teaching comprehension (to include comprehension strategies, text structure); organising for teaching reading (on a whole-class; small group; individual basis). A particular focus is placed on developing children as writers of fiction (narrative and poetry) to include: essential writing skills and pedagogical approaches to teaching writing; Overview of writing genres in primary classrooms; cognitive and affective dimensions of literacy; importance of high quality classroom libraries and creating a literate environment. The module also addresses evidence-informed approaches to the assessment and teaching of spelling, dialogic approaches to support oral language development. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Analyse and apply the research base on how children learn to read and write 2. Identify, enact and reflect on research-based pedagogical approaches for the teaching of reading, writing and oral language 3. Critically review the Primary Language Curriculum and identify implications for preparation and practice 4. Explore approaches to integrating the three strands (reading/writing/oral language) and identify opportunities for integrated language pedagogy 5. Source and evaluate high-quality texts and appropriate resources for teaching literacy | |||||||||||||||||||||||||||||||||||||
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 Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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