Courses / Module

• • have experience of using at least one assessment suitable for measuring reading fluency and reading comprehension
• • describe instructional strategies for improving comprehension and fluency
• • have experience of at least one specific intervention for improving reading comprehension
• • understand the relevance of content area materials to the teaching of reading comprehension
• • be familiar with the characteristics of pupils with reading difficulties and specific reading disability
• • discuss the relationship to pupils’ reading ability of: attention / concentration, speech/language including phonological awareness, memory, information processing patterns, cognitive styles and learning strategies
• • understand the consequences of speech / language delay, visual / auditory processing difficulties and delays in gross / fine motor development for literacy acquisition
• • contrast typical reading, spelling, handwriting, and written expression acquisition patterns with those of students who have a reading difficulty

• Lecture format, Dialogue / Discussion, Simulation Exercises, Class Activity, School-based assessment, planning / intervention and recording of progress

• Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
• Continuous Assessment detail(s): Students' undertake a Miscue Analysis with a pupil in their class / on their caseload

• Pass standard: 40%
• Could the result of this module be capped? No
• Satisfactory attendance is a requirement of this module

• Are supplemental/resit registrations permitted? Yes
• As above, with the exception that the target pupil is different
• Is Supplemental Continuous Assessment registration permitted? Written permission from Department
• Is Supplemental Continuous Assessment capped? No

Calkins, Lucy (2001) The Art of Teaching Reading.  US: Addison- Wesley Educational  Publishers Inc.

Calkins, Lucy (1994) The Art of Teaching Writing. Portsmouth NH: Heinemann

Department of Education and Science (2000) Learning-Support Guidelines. Dublin: The Stationery Office

Department of Education and Science (2001) Report of the Task Force on Dyslexia. Dublin:The Stationery Office

Graves, D. (1994) A Fresh Look at Writing. Portsmouth:  Heinemann.

Iverson, S. (2001) A Blueprint for Literacy Success. Sydney: Macmillan.

Lerner, J. (2005) Learning Disabilities, Theories, Diagnosis, and    Teaching Strategies. Boston NewYork: Houghton Mifflin Company

Morris, D., Henderson, J. & Berger, A. (1999) Implementing the Literacy Hour for Pupils with Learning Difficulties. London: David Fulton

Ó Duibhir, P.  and J. Cummins (2012) Towards an integrated language curriculum in early childhood and primary education (3-12 years). Dublin: NCCA.

Shiel, G., Á. Cregan, A. McGough and P. Archer (2012) Oral language in early childhood and primary education (3-8 years). Research Report No 14. Dublin: NCCA.

Smith, D. (2003) Spotlight on Special Educational Needs: Specific Learning Difficulties. Tamworth: NASEN

Westwood, P. (2003) Common sense methods for children with special needs. London / New York: Routledge / Falmer

This timetable is not currently available, please contact the Froebel Education Department.