EDF5783 · Using systems of support in literacy instruction and intervention

Overview

This unit builds on your knowledge of systems of support for students with additional needs, by exploring the application of this approach to literacy instruction, intervention and assessment with a specific focus on reading. The unit explores the components of reading instruction and effective pedagogies as well as good practice for collecting data. The unit will focus on evidence-based practices, for teaching and assessing reading, for learners with disabilities. In the unit you will learn to collect and analyse data on literacy progress in order to identify students in need of more intensive intervention, and to evaluate the progress of students who have received intervention. You will also learn key skills for collaborating with students, families, educators and clinicians to support effective educational planning for students with disabilities.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate knowledge of effective reading instruction and assessment
2. synthesise and evaluate research on reading interventions
3. utilise knowledge regarding literacy support to interpret student reading assessment data
4. examine how students can be supported through school wide literacy intervention plans.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.