Course Catalogue

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This course will explore various theoretical perspectives and evidence-based interventions to support reading development at the whole class, small group, and individual levels. This course includes a practical component that involves the application of the planning, instruction, and assessment skills and knowledge gained.

Class sessions - 1.5 synchronous hours per week, 11 weeks in each term

Practice teaching - 1 hour per week reading intervention tutoring (individual or small group) during the second term, to a maximum of 11 additional hours.

Admission to the programme

None

Oral Presentation Students will demonstrate their understanding of, and critically reflect on the related theoretical underpinnings, effectiveness of, and evidence for a specific pedagogical approach to reading instruction or intervention during an in-class presentation. (ILOs 1 and 2; 30%) 

Practical Skills Assessment Students will reflect on and evaluate their individual or small group tutoring processes and include the planning, assessment, and instruction phases of the intervention (ILO 3; 70%)

The aim of this course is to provide participants with the knowledge and skills required to critically evaluate reading interventions and pedagogical approaches to reading instruction so that participants can effectively apply this knowledge to planning, instruction, and assessment of classroom practices.

Specifically, this course aims to:

■ Familiarise students with current theories of reading instruction

■ Enable students to investigate the effectiveness of various pedagogical approaches to reading planning, instruction, and assessment

■ Facilitate the opportunity for students to apply their understanding of reading planning, instruction, and assessment in the context of individual, small group reading, or whole class reading interventions

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By the end of this course students will be able to:

■ describe and identify theoretical principles and concepts in relation to reading (ILO 1)

■ critically reflect on the effectiveness of a variety of reading pedagogical approaches (ILO 2)

■ apply their knowledge of concepts and theories of concepts and theories of planning, instruction, and assessment of reading in a variety of learning contexts (ILO 3)

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.