EUB007 Understanding Reading Difficulties
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB007 |
|---|---|
| Equivalent(s): | LCB338 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB007 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB338 |
Overview
The unit focuses on knowledge and pedagogical skills related to teaching students who experience difficulty learning to read. It will cover strategies for planning, teaching and assessing, and strategies for engaging parents/carers. The context for learning will be framed by the Australian Curriculum: English and current research, relevant literacies theories, and empirical research. The unit enables you to build informed professional practices for teaching students with reading difficulties.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understanding of research into how students learn to read and the implications for teaching students with reading difficulties.
- Demonstrate knowledge of teaching strategies that are responsive to the reading learning strengths and needs of students from diverse backgrounds with reading difficulties.
- Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of readers with high level needs.
- Use curriculum, assessment and reporting knowledge to design reading learning sequences and lesson plans for students with reading difficulties.
- Demonstrate understanding of reading assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess the learning of students with reading difficulties.
- Describe a broad range of strategies for involving parents/carers in the educative process for students with reading difficulties including setting reading goals.
Content
This unit will focus on the knowledge and skills that provide a foundation for teaching students with reading difficulties. It will include topics such as:
- Research-based understanding of reading difficulties;
- Individual differences and reading difficulties (e.g., phonological development, sociocultural backgrounds, motivation);
- Evidence-based instruction and assessment for learners with reading difficulties; and
- Addressing reading difficulties through home-school collaboration.
Learning Approaches
In this unit, you will learn through engaging in the following:
Lectures;
Workshops; and
Blended learning materials.
This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage experience, analysis, conceptualisation and application of teaching strategies. Lectures and workshops will focus your attention on the theory-practice nexus. Workshops and online collaborative learning sessions will include oral presentations and discussion with peers.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly intensive workshops (face-to-face or online) with academics and peers. You will engage in self- and peer-assessment which will provide feedback on your developing knowledge of and skills in teaching writing specific to your discipline and Year level.
Assessment
Overview
You will complete two pieces of assessment during the semester:
1. Online examination - designed to help you demonstrate learning outcomes related to understanding of reading difficulties and pedagogic and assessment responses to these.
2. A presentation - you will examine an area of reading difficulty and present an interactive seminar/workshop during an allocated session.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Examination (written)
Online exam - (Part A in week 3 and Part B in week 5) with unseen questions relating to difficulties with a focus on: students' development and implications for learning, underpinning theories and research in the field, teaching strategies, related content and curriculum knowledge.
Assessment: Presentation (Oral)
For this assignment, you will be required to work in pairs or a small group to examine a specific foundation reading skill in the context of 'reading difficulties' and present:
Appropriate assessment strategies;
Effective planning and teaching strategies; and
Strategies for engaging parents/carers.
You will present your work in an interactive 10 minute seminar/workshop.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Gunning, T.G. (2018). Assessing and correcting reading and writing difficulties(6th ed.). New York, NY: Pearson.
Risk Assessment Statement
There are no out of the ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Unit Outline: Flexible Period - 10A 2024, Online (Start Date: 09 Sep 2024)
| Unit code: | EUB007 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB338 |
Overview
The unit focuses on knowledge and pedagogical skills related to teaching students who experience difficulty learning to read. It will cover strategies for planning, teaching and assessing, and strategies for engaging parents/carers. The context for learning will be framed by the Australian Curriculum: English and current research, relevant literacies theories, and empirical research. The unit enables you to build informed professional practices for teaching students with reading difficulties.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understanding of research into how students learn to read and the implications for teaching students with reading difficulties.
- Demonstrate knowledge of teaching strategies that are responsive to the reading learning strengths and needs of students from diverse backgrounds with reading difficulties.
- Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of readers with high level needs.
- Use curriculum, assessment and reporting knowledge to design reading learning sequences and lesson plans for students with reading difficulties.
- Demonstrate understanding of reading assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess the learning of students with reading difficulties.
- Describe a broad range of strategies for involving parents/carers in the educative process for students with reading difficulties including setting reading goals.
Content
This unit will focus on the knowledge and skills that provide a foundation for teaching students with reading difficulties. It will include topics such as:
- Research-based understanding of reading difficulties;
- Individual differences and reading difficulties (e.g., phonological development, sociocultural backgrounds, motivation);
- Evidence-based instruction and assessment for learners with reading difficulties; and
- Addressing reading difficulties through home-school collaboration.
Learning Approaches
In this unit, you will learn through engaging in the following:
Lectures;
Workshops; and
Blended learning materials.
This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage experience, analysis, conceptualisation and application of teaching strategies. Lectures and workshops will focus your attention on the theory-practice nexus. Workshops and online collaborative learning sessions will include oral presentations and discussion with peers.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly intensive workshops (face-to-face or online) with academics and peers. You will engage in self- and peer-assessment which will provide feedback on your developing knowledge of and skills in teaching writing specific to your discipline and Year level.
Assessment
Overview
You will complete two pieces of assessment during the semester:
1. Online examination - designed to help you demonstrate learning outcomes related to understanding of reading difficulties and pedagogic and assessment responses to these.
2. A presentation - you will examine an area of reading difficulty and present an interactive seminar/workshop during an allocated session.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Examination (written)
Online exam - (Part A in week 3 and Part B in week 5) with unseen questions relating to difficulties with a focus on: students' development and implications for learning, underpinning theories and research in the field, teaching strategies, related content and curriculum knowledge.
Assessment: Presentation (Oral)
For this assignment, you will be required to work in pairs or a small group to examine a specific foundation reading skill in the context of 'reading difficulties' and present:
Appropriate assessment strategies;
Effective planning and teaching strategies; and
Strategies for engaging parents/carers.
You will present your work in an interactive 10 minute seminar/workshop.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
Gunning, T.G. (2018). Assessing and correcting reading and writing difficulties(6th ed.). New York, NY: Pearson.
Risk Assessment Statement
There are no out of the ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.