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Specific Learning Difficulties: Literacy (EDUC90195)
Graduate courseworkPoints: 12.5Online and Dual-Delivery (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
March
Overview
Availability | March - Online March - Dual-Delivery |
---|---|
Fees | Look up fees |
This subject reviews contemporary theories and explanations of learning disabilities in literacy and examines 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:
- Critically analyse theories and explanations of reading difficulty;
- Discuss the cognitive and affective processes involved in fluent reading;
- Discuss and evaluate procedures for diagnosing and reporting literacy difficulties, including the use of formal and informal assessment;
- Demonstrate knowledge and skills in the administration, scoring, analysis and interpretation of standardised assessments;
- Discuss and evaluate the characteristics of successful literacy instructional programs for specific literacy difficulties and implement education programs that are supported by current research;
- Collaborate with other professionals to analyse and communicate the nature of reading difficulties to teachers, parents and students.
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 on current knowledge of learning disabilities in literacy
| Early in the teaching period | 10% |
Written task on evaluating the evidence base for literacy learning
| Mid semester | 40% |
Written report on literacy intervention for students with learning disabilities
| End of semester | 50% |
Hurdle requirement: Minimum of 75% attendance at all lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- March - Online
Coordinator Lorraine Graham Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 28 February 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS. This availability is for students in the Online course mode. Teaching period 6 March 2022 to 22 May 2022 Last self-enrol date 1 March 2022 Census date 25 March 2022 Last date to withdraw without fail 6 May 2022 Assessment period ends 10 June 2022 March contact information
- March - Dual-Delivery
Principal coordinator Lorraine Graham Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 28 February 2022 Pre teaching requirements During the preteaching period, students are required to engage with materials posted on the LMS. Teaching period 6 March 2022 to 22 May 2022 Last self-enrol date 1 March 2022 Census date 25 March 2022 Last date to withdraw without fail 6 May 2022 Assessment period ends 10 June 2022 March contact information
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:
- Links to additional information
Melbourne Graduate School of Education: www.education.unimelb.edu.au
Last updated: 10 February 2024