Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

While the understanding and application of learning theory is essential to the teaching of all students, there will always be some for whom specialised approaches are required in order to maximise their potential. Recent estimates indicate that approximately 16% of children in Australia can be described as ineffective readers. Children who experience reading and writing difficulties are at high risk for academic failure during their school years and chronic unemployment and ill-health in adulthood. Accordingly, it is vitally important for teachers to develop their knowledge and skills so that they can meet the needs of diverse literacy learners in a flexible, problem-solving manner using evidence-based approaches to instruction (DEST, 2005).

Aims

The aim of this unit is to assist you as classroom teachers, special education support teachers, counsellors, and guidance officers to deepen your knowledge of the reading and writing processes and to develop your skills in identifying and supporting struggling readers and writers in inclusive educational settings.

Objectives

On completion of this unit, you should be able to:

1. describe the foundation skills and processes involved in reading and writing in order to identify a student's areas of difficulty; GC: A, B, D

2. identify effective literacy assessment practices that can be implemented within an inclusive classroom to develop specific instructional plans for struggling readers and writers; GC: A, B, C, D, E

3. apply evidence-based instructional approaches, techniques, and strategies for supporting the development of struggling readers and writers; GC: A, B, D

4. identify approaches to accessing supports within the school system as well as ways to consult and collaborate effectively with school support personnel (e.g., speech and language pathologists) and the families of struggling readers and writers. GC: A, B, C, D, E, F,

Content

This unit covers the following topics:

1. The neurobiological foundations of reading and writing disabilities;

2. The contributions of cognition, oral language and memory to the development of reading and writing skills;

3. The phonological system and the development of reading and writing skills;

4. The processes involved in reading (sight word recognition and decoding) and spelling words (recoding);

5. The impact of fluency on reading and writing abilities;

6. The processes involved in comprehending text;

7. The processes involved in producing written text;

8. Assessment of reading and writing (dis)abilities;

9. A review of evidence-based strategies and practices that support the development of struggling readers and writers at home and in the inclusive classroom.

Approaches to Teaching and Learning

A range of approaches to teaching and learning will be utilised in this unit including: collaborative group work; responses to readings; analysis of case studies, assessment protocols; discussions; individual consultations; and electronic communications. In addition, students will be encouraged to reflect on their experiences as practitioners supporting the development of struggling readers and writers.

Assessment

Assessment in this unit consists of two items, which address the theoretical and applied components of the intended learning outcomes.Formative feedback to students will be provided on Blackboard by means of written comments on contributions to discussions and initial assignment work. Summative feedback will be provided by means of written comments on the summative assessment items.

Assessment name: Professional Plans
Description: Select three foundation literacy skills topics that you find compelling and develop a cohesive presentation (including PowerPoint slides, comprehensive speaker's notes and a summary handout) that would be suitable for use as a professional development activity.
Length: 2,000 words
Relates to objectives: 1, 2, 3, & 4
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Problem Solving Task
Description: The development of individual plans for instruction and support that are based on analyses of a students' reading assessment protocols and writing samples. The plan must incorporate evidence-based approaches and strategies for developing students' literacy skills as well as recommendations for accessing additional supports.
Relates to objectives: 1, 2, 3, & 4
Weight: 60%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Resource materials for this unit include a required text, recommended texts, and materials that will be available on the unit online teaching site. The site will provide the Unit Outline, the Unit Information document, the Assessment Information document, the Study Guide, and Learning Resources. Required readings may be accessed via the Course Materials Database (CMD) or the QUT Library website. You are expected to check the online teaching site and your nominated email account frequently over the course of the semester. You are also expected to find, evaluate and synthesis alternative sources of information. APA style is required for all written assignments.

Required Text
McKenna, M. C. & Dougherty-Stahl, K. A. (2009). Assessment for reading instruction (2nd ed.). New York: Guilford.



Recommended Texts
Morrow, L. M. & Gambrell, L. B. (Eds.). (2011). Best practices in literacy instruction. (4th ed.). New York: Guilford Press.
Graham, S., MacArthur, C. A. & Fitzgerald, J. (Eds.). (2007). Best practices in writing instruction. New York: Guilford Press.

Risk assessment statement

There are no out of the ordinary risks attached to this unit. Workplace health and safety protocols in the use of computers will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 31-Oct-2012