Course Catalogue

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This course will explore the body of research that supports evidence-based practices that are essential for improving literacy outcomes. This course will also explore research at the behavioural, cognitive, and environmental levels that aim to further our understanding of the complex processes involved in learning to read and dyslexia. Sessions will go beyond decoding to include a variety of other factors in literacy achievement, such as spelling, morphology, vocabulary, fluency, and comprehension.

2 hours of lectures and 1- 2 hours of seminar/tutorial/workshop or practical work weekly.

Admission to the programme

None

Written Essay 70% Students will demonstrate their understanding of, and critically reflect on a topic within the science of reading. (ILO 1, ILO 2, ILO 3, ILO 4)

Oral Presentation 30% Critique of supplemental articles: Students will be responsible for critiquing one of the articles from the supplemental reading list. This written critique should be informed by the discussion in class. Students will present their critique to the class and lead a class discussion informed by the article's aims, methods, underpinning theory, results, and implications. (ILO 1, ILO 2, ILO 3, ILO 4)

The aim of this course is to provide participants with an understanding of the theoretical body of research and evidenced-based practices available to support reading instruction and struggling readers.

Specifically, this course aims to:

■ enable students to reflect critically on theoretical frameworks of learning to read

■ enable students to gain an understanding of the complex processes involved in learning to read, including decomposing the various components involved in decoding and language comprehension

■ explore research-informed perspectives on reading difficulties

■ provide students with an understanding of the need for, and processes involved in the early identification of reading difficulties

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

1. Explain the theoretical frameworks of learning to read

2. Identify the complex processes involved in learning to read and the role and relationship between the components, such as decoding, fluency, reading comprehension, spelling, morphology, and vocabulary

3. Apply knowledge of the reading process to support children who struggle to read.

4.  Identify evidence and critically review processes and timelines for the identification of reading difficulties.

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