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Specific Learning Difficulties: Literacy (EDUC90195)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90195
Campus
Parkville
Availability
March
FeesSubject EFTSL, Level, Discipline & Census Date

This subject reviews contemporary theories and explanations of learning disabilities in literacy and examine their underpinning assumptions and implications. Theories include schematic-interactive models, strategic models and orthographic learning models. Implementation issues such as word, sentence and topic level processes are examined. Contemporary diagnostic and education programs and practices for students with learning disabilities in literacy are analysed and evaluated in terms of current research. In addition, strategies for the provision of assistance at the systemic, school and classroom levels are examined.

Intended learning outcomes

On completion of this subject, students should be able to:

  • discuss the cognitive and affective processes involved in fluent reading;
  • discuss the developmental trends to acquiring this knowledge;
  • discuss the causes of different types of dyslexia and comprehension difficulties (psycholinguistic, information processing, phonological cognitive, metacognitive);
  • discuss and evaluate procedures for diagnosing and reporting literacy difficulties;
  • discuss the characteristics of successful literacy instructional programs according to particular literacy learning disabilities;
  • evaluate literacy education programs and develop and implement education programmes that are supported by current research;
  • analyse critically approaches to the assessment of reading disabilities, procedures used to diagnose and remediate reading disabilities, theories and explanations of reading disability;
  • develop a problem solving approach to the diagnosis of specific learning disabilities;
  • develop skills in communicating the nature of particular cases of reading disabilities to teachers, parents and students;
  • use the model of literacy knowledge to plan and implement a literacy support program;
  • work in a team with other professionals in analysing and reporting reading disabilities;
  • display positive attitudes to the diagnosis and remediation of reading disabilities.

Generic skills

Students should be able to demonstrate:
• Commitment to professional and academic ethics and excellence.
• Ability to set personal targets and plan to achieve them.
• Highly developed independent learning.
• Ability to read critically and present material concisely and coherently in relevant written and oral presentations.
• Skills in observation, evaluation and applying their findings to their own personal situations.

Last updated: 8 August 2019