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Learning Difficulties in Literacy (EDUC90195)

Graduate courseworkPoints: 12.5On Campus (Parkville) and Online

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Overview

Availability
Semester 1 (Extended) - On Campus
Semester 1 (Extended) - Online
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Responsive teaching in literacy is critical not only for sustainable learning, but also for the social emotional wellbeing of diverse learners experiencing learning difficulties in reading and/or writing including dyslexia. Evidence-based assessment and intervention enables practitioners to meet diverse learners at their points of need and guides change for inclusive practices through Multi-Tiered Systems of Support.

This subject draws on contemporary theories and explanations of the impact of learning difficulties and disabilities on literacy and examines their underpinning assumptions and implications for assessment, instruction, intervention, engagement, and wellbeing of learners. Specifically, an explicit structured approach will be taken to building foundational skills of oral language, phonology (phonological and phonemic awareness), sound-symbol associations (phonics) as well as morphology, semantics (the structure, use and meaning of words), syntax (sentences) and discourse level processes across both reading and writing. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings and with their diverse learners. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing literacy learning difficulties.

Intended learning outcomes

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

  • Critically analyse theories and explanations of literacy difficulties across diverse learners.
  • Critically reflect on the characteristics of successful literacy instructional programs for learners who experience learning difficulties.
  • Evaluate procedures for diagnosing and reporting literacy difficulties.
  • Exhibit knowledge and skills in the administration, scoring, analysis and interpretation of formal assessments.
  • Interpret formal and informal assessment data to develop and implement an evidence-based literacy program.
  • Analyse a theory to practice gap and draw on research to justify and communicate an evidence-based response.

Generic skills

This subject will develop the following set of key transferable skills:

  • Critical reasoning and thinking
  • Problem solving
  • Communication
  • Evidence based decision making
  • Creativity and innovation
  • Teamwork and professional collaboration

Last updated: 10 February 2024

Eligibility and requirements

Prerequisites


Corequisites


Non-allowed subjects


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

DescriptionTimingPercentage

Reflection on audit of current literacy practices

  • 500 words
Early semester10%

Position paper on a literacy theory to practice gap

  • 2000 words
Mid semester40%

Written report on literacy Intervention for students with literacy difficulties

  • 2500 words
During the examination period50%
Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous).  Throughout the teaching periodN/A

Last updated: 10 February 2024

Dates & times

  • Semester 1 (Extended) - On Campus
    CoordinatorSharon Klieve
    Mode of deliveryOn Campus (Parkville)
    Contact hours24 hours
    Total time commitment170 hours
    Pre teaching start date17 February 2024
    Pre teaching requirementsDuring the pre-teaching period, students are expected to engage with materials on the LMS
    Teaching period26 February 2024 to 26 May 2024
    Last self-enrol date 1 March 2024
    Census date 3 April 2024
    Last date to withdraw without fail 3 May 2024
    Assessment period ends24 June 2024

    Semester 1 (Extended) contact information

    sharon.klieve@unimelb.edu.au

  • Semester 1 (Extended) - Online
    CoordinatorSharon Klieve
    Mode of deliveryOnline
    Contact hours24 hours of online lectures and seminars
    Total time commitment170 hours
    Pre teaching start date17 February 2024
    Pre teaching requirementsDuring the pre-teaching period, students are expected to engage with materials on the LMS
    Teaching period26 February 2024 to 26 May 2024
    Last self-enrol date 1 March 2024
    Census date 3 April 2024
    Last date to withdraw without fail 3 May 2024
    Assessment period ends24 June 2024

    Semester 1 (Extended) contact information

    sharon.klieve@unimelb.edu.au

What do these dates mean

Visit this webpage to find out about these key dates, including how they impact on:

  • Your tuition fees, academic transcript and statements.
  • And for Commonwealth Supported students, your:
    - Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).

    Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.

Last updated: 10 February 2024

Further information

Last updated: 10 February 2024