This module will look at how children develop their literacy skills, what happens when development does not follow a typical pattern, and how we can intervene to support children with literacy difficulties. The module will draw on the substantial body of psychological research (e.g. cognitive, developmental and computational) that focuses on reading development and disorders, and link this closely with current educational policy for the teaching of reading.
|A||Spring Term 2020-21|
On this module you will develop an understanding of how children learn to read, from the earliest stages of reading to becoming skilled reader. You will also be introduced to different reading disorders and the impact of these disorders on a child's educational, social and emotional development. In addition, you will learn about how we assess children' reading ability and the importance of an evidence base. You will develop skills in independently analysing a range of sources from psychology and education and critically engaging with the overlaps between these disciplines. You will also engage with different forms of evidence, reviewing their reliability, validity and significance to the field of psychology in education as well as evaluating different assessment tools.
By the end of the module you will be able to examine at an advanced level the different theoretical perspectives on reading development and disorders, and the implications of these perspectives for educational practice. You will be able to examine issues of assessment and diagnoses including consideration of the advantages and disadvantages of diagnoses and labels. You will understand the different levels of explanation for reading disorders i.e. biological, cognitive and behavioural. More generally, you will build on your skills in formulating academic arguments in written and oral form, proactively seek out and engage with a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation. You will be able to analyse and critically evaluate the ways in which theories and data from different disciplines can inform each other and enhance understanding (in this case, of learning development and educational diversity). You will be able to work proactively and autonomously to select and manage information and use this to engage effectively in academic debate. You will be able to conduct a systematic literature search, using search engines and databases effectively and efficiently. You will develop your presentation skills, and be able to compress large amounts of information into smaller more digestible chunks for a range of audiences.
Week 2: Introduction to the module
This session will provide an outline to the module and assessment. We will consider questions such as what is reading and students will be introduced to current influential models of reading
Week 3: Skilled Word Reading
This session will consider what we mean by skilled word reading and introduce students to models of skilled word recognition.
Week 4: Reading Comprehension
This session will consider what we mean by reading comprehension, and how reading comprehension fits into current models of reading.
Week 5: Learning to Read - 1
This session will consider how we learn to read, and introduce students to current modules of word reading development.
Week 6: Learning to Read - 2
This session will consider the skills underpinning successful word reading and how these develop.
Week 7: Understanding Text
This session will consider the underlying components of reading comprehension and how reading comprehension develops.
Week 8: Dyslexia
This session will look at developmental dyslexia, describing the nature and current theories of this reading difficulty.
Week 9: Specific Comprehension Difficulties
This session will look at sources of comprehension failure and the impact this has on children's understanding of text.
Week 10: Learning to read in English as an additional language
This session will consider the reading development of children in UK primary schools for whom English is not their first language and consider their reading development in comparison to their monolingual peers.
|Task||Length||% of module mark|
Essay 3500 Words
Formative work will be embedded through class discussion, preparatory work and group activities as well as a 1000-word formative assessment (essay plan) to be submitted in week 6.
|Task||Length||% of module mark|
Essay 3500 Words
Students will receive peer feedback in sessions when taking part in discussions, small group work and presentations. Tutor feedback will be given regularly during class activities. Formal tutor feedback will be provided for the formative assessment in week 7 both at an individual and group level. Summative feedback will be given in line with departmental procedures (i.e. written feedback on assignment report sheet (within 6 weeks) and face-to-face feedback in supervisions).
Cain, K. (2010). Reading Development and Difficulties. West Sussex: BPS Blackwell
Carroll, J.M., Bowyer-Crane, C.A., Duff, F.J., Hulme, C., & Snowling, M.J. (2011). Developing Language and Literacy. West Sussex: Wiley Blackwell.
Hulme, C. & Snowling, M.J. (2009). Developmental Disorders of Language, Learning and Cognition. West Sussex: Wiley Blackwell