ECL101 - Understanding Early Reading Development
Unit details
| Year: | 2022 unit information |
|---|---|
| Important Update: | Unit delivery will be in line with the most current COVIDSafe health guidelines. We continue to tailor learning experiences for each unit to achieve the best possible mix of online and on-campus activities that successfully blend our approaches to learning, working and research. Please check your unit sites for announcements and updates. Last updated: 4 March 2022 |
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), Cloud (online), CBD* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 1: Joanne Quick |
| Cohort rule: | Students must be enrolled in course E359, E330, E333, E334 or E200 |
| Prerequisite: | Nil |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Typical study commitment: | Students will on average spend 150-hours over the trimester undertaking the teaching, learning and assessment activities for this unit. |
| Scheduled learning activities - campus: | 1 x 1-hour class per week, 1 x 2-hour seminar per week |
| Scheduled learning activities - cloud: | 1 x 1-hour online class per week, 1 x 2-hour online seminar per week |
Note:*Community Based Delivery (CBD) refers to the National Indigenous Knowledges, Education, Research and Innovation (NIKERI) Institute | |
Content
This unit is designed to prepare pre-service teachers to teach print literacy and early reading in the early years of school (up to approximately age eight).
This unit draws on evidence-informed research and practices in early print literacy acquisition and reading. It examines the development of children’s oral language, phonological and phonemic awareness, grapho-phonic understandings, fluency, vocabulary, and comprehension. Typical developmental continua are explored and core conceptual understandings are investigated and acquired. The role of teachers in supporting children’s development is examined and also explored through modelled and practised pedagogies. Assessments of early print literacy skills are examined and practised, and students consider when and how these might be utilised in educational contexts.
In this unit, students develop a deep understanding of contemporary evidence-based print literacy development and teaching through their engagement with research and practical activities. They will examine different theories about the processes of print literacy development and consider the influence of these on understanding children’s language and print literacy development. Students will utilise these evidence-informed understandings to consider when and how teachers make particular pedagogical decisions in early years print literacy teaching.
This unit provides a disciplinary base for students’ subsequent language, literacies, and literature learning in the subsequent years of their course. Understandings from this unit will be contextualised and applied when considering and tailoring literacy learning for diverse young learners in students’ second, third, and fourth years of study in the course.
| ULO | These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: | Deakin Graduate Learning Outcomes |
|---|---|---|
| ULO1 | Describe conceptual knowledge and core skills that underpin children’s language and reading development in the early years of school. | GLO1: Discipline-specific knowledge and capabilities |
| ULO2 | Apply knowledge of typical patterns of development in children’s language and early print literacy that have implications for their learning. | GLO1: Discipline-specific knowledge and capabilities |
| ULO3 | Synthesise contemporary research perspectives to inform the development of a multimodal resource that investigates print literacy acquisition and teaching and assessment approaches for early reading. | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking |
| ULO4 | Critically analyse early print literacy pedagogies, teaching strategies, and assessment practices to identify learning goals and sequenced learning programs to support student achievement. | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking |
These Unit Learning Outcomes are applicable for all teaching periods throughout the year
Assessment
| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1 - Essay, Language and Print Literacy Development | 1600 words or equivalent | 40% | Week 5 |
| Assessment 2 - Core Concepts Test | 800 words or equivalent | 20% | Week 9 |
| Assessment 3 - Multimodal Presentation | 1600 words or equivalent | 40% | Week 11 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning Resource
The texts and reading list for the unit can be found on the University Library via the link below:
Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
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