Literacy Intervention Strategies

Subject EDUC90247 (2010)

Note: This is an archived Handbook entry from 2010.

Credit Points: 25
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2010:

March, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 5 full days of contact
Total Time Commitment: Not available
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Coordinator

Dr John Munro

Contact

Education Student Centre
Subject Overview: This subject reviews contemporary theories and explanations of learning disabilities in literacy and examines reading as an information processing process. It examines how fluent readers read; levels of fluent text processing, oral language knowledge during reading, using attention while reading, short term memory capacity, metacognitive aspects, readers' self perceptions of reading; learning to read; pre-literate developments phonological, orthographic and oral language development, parent-child shared reading experiences; developmental trends in metacognitive knowledge, self-efficacy as readers and the attribution of success and failure. Reading difficulties are explored in terms of the information processing developmental frameworks: types of reading disabilities, verbal-linguistic explanations of reading disability, memory processes and reading disabilities, verbal-linguistic explanations of reading disability, memory processes and reading disabilities, motivation to read difficulties; visual explanations of reading disability, relevant neurological explanations and the implications for diagnosis and intervention; literacy diagnostic pathway. Procedures for engaging readers in the assessment process are explored; describing, analysing, explaining and reporting reading disabilities. Implementation of a reading intervention is examined: relevant prose reading strategies, the oral language knowledge, memory retrieval and verbal reasoning strategies necessary to support reading, teaching orthographic knowledge and individual word reading.
Objectives: Information not available
Assessment: 3 written assignments, 2,000 words each (33.3 per cent each assignment)
Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Links to further information: www.education.unimelb.edu.au
Related Course(s): Postgraduate Certificate in Early Literacy Intervention

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