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Specific Learning Difficulties: Literacy (EDUC90195)
Graduate courseworkPoints: 12.5Online
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
Overview
Availability | March - Online |
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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
Description | Timing | Percentage |
---|---|---|
Reflective task
| Early in the teaching period | 10% |
Written task
| Mid semester | 40% |
Written task
| End of semester | 50% |
Hurdle requirement: Minimum of 75% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- March - Online
Principal coordinator Lorraine Graham Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 1 March 2021 Pre teaching requirements During the preteaching period, students are required to engage with materials posted on the LMS. Teaching period 13 March 2021 to 30 May 2021 Last self-enrol date 3 March 2021 Census date 26 March 2021 Last date to withdraw without fail 7 May 2021 Assessment period ends 13 June 2021 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 Graduate Certificate in Learning Intervention Course Master of Learning Intervention Specialisation (formal) Specific Learning Difficulties - Links to additional information
Melbourne Graduate School of Education: www.education.unimelb.edu.au
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Additional entry requirements apply.
- 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