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Specific Learning Difficulties: Literacy (EDUC90195)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
Overview
| Availability | March |
|---|---|
| Fees | Look up fees |
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: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Reflective task (500 words) due early semester 10%
- Written task (2000 words) due mid semester 40%
- Written task (2500 words) due end semester 50%
Hurdle Requirement: This subject has a minimum hurdle requirement of 80% attendance at all scheduled tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- March
Principal coordinator Lorraine Graham Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 3 March 2019 Pre teaching requirements During the pre-teaching period students are required to complete readings that will be provided via LMS. Teaching period 10 March 2019 to 19 May 2019 Last self-enrol date 4 March 2019 Census date 22 March 2019 Last date to withdraw without fail 3 May 2019 Assessment period ends 31 May 2019 March contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Certificate in Education (Specific Learning Difficulties) Course Master of Learning Intervention - Links to additional information
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024