LLTED504-20B (BLK)

Reading Difficulties

30 Points

Edit Header Content
Division of Education
Te Kura Toi Tangata School of Education

Staff

Edit Staff Content

Convenor(s)

Sue Dymock

Sue Dymock
7717
TL.2.05
See Moodle
sue.dymock@waikato.ac.nz

Lecturer(s)

Sue Dymock

Sue Dymock
7717
TL.2.05
See Moodle
sue.dymock@waikato.ac.nz

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Edit Staff Content

Paper Description

Edit Paper Description Content
The purpose of this paper is to provide students with a critical examination of research and practice related to reading difficulties. Students will critically evaluate models of the reading process and the procedures designed to evaluate, diagnose, and remediate reading problems. Students will develop the skills of enquiry and evaluation, and will research their understandings in relation to their own area of professional practice.
Edit Paper Description Content

Paper Structure

Edit Paper Structure Content

This paper is taught in oncampus blocks and online. The oncampus blocks are:

DateRoomTimes
Thursday 16 JulyTC.4.1410.30am to 3.00pm
Friday 17 JulyTA.2.059.00am to 3.00pm
Friday 21 AugustTA.2.069.00am to 3.00pm
Saturday 22 AugustTA.2.069.00am to 1.00pm

Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the course should be able to:

  • Critically appraise skilled reading models and reading acquisition models of the reading process in terms of their application to the diagnosis and remediation of reading problems;
    Linked to the following assessments:
  • Critically evaluate research on the development of phonological processing ability, decoding skills, language prediction skills, reading comprehension skill and examine the relationship of each to reading disabilities;
    Linked to the following assessments:
  • Critically evaluate research on intervention strategies/programmes;
    Linked to the following assessments:
  • Critically evaluate the rationale underpinning a range of quantitative and qualitative measures designed to assess reading skills;
    Linked to the following assessments:
  • Describe and explain differences in reading achievement among Maori, Pasifika and Pakeha in Aotearoa/New Zealand and critically evaluate policies and programmes designed to address them;
    Linked to the following assessments:
  • Demonstrate the ability to produce a reading profile detailing the skills and knowledge of a learner with reading difficulties; and design, implement, and assess an appropriate reading remediation programme.
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content
This paper will be assessed in accordance with the Policy on Attendance and Assessment and Assignments of the Faculty of Education, University of Waikato.
Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment One: Reading Log
18 Aug 2020
4:00 PM
30
  • Online: Submit through Moodle
✔
2. Assignment Two: Critical Review - Essay
16 Sep 2020
4:00 PM
25
  • Online: Submit through Moodle
✔
3. Assignment Three: Intervention Programme
21 Oct 2020
4:00 PM
35
  • Online: Submit through Moodle
✔
4. Online Discussion (Moodle)
10
  • Online: Moodle Forum Discussion
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content
Readings Book 1 & 2
Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content

Dymock, S., & Nicholson, T. (2013). Dyslexia decoded: What it is, what it isn’t, and what you can do about it. Auckland, New Zealand: Dunmore Press. http://www.dunmore.co.nz/

Dymock, S., & Nicholson, T. (2012). Teaching reading comprehension: The what, the how, and the why. Wellington, New Zealand: NZCER Press.

Dymock, S., & Nicholson, T. (2007). Teaching text structures: A key to nonfiction reading success. New York, NY: Scholastic New York.

Henry, M. K. (2010). Unlocking literacy: Effective decoding and spelling instruction (2nd ed.). Baltimore, MD: Paul H. Brookes.

Nicholson, T. (1997). Solving reading problems across the curriculum. Wellington, New Zealand: New Zealand Council for Educational Research.

Nicholson, T. (2005). At the cutting edge: The importance of phonemic awareness in learning to read and spell. Wellington, New Zealand: New Zealand Council for Educational Research.

Nicholson, T., & Dymock, S. (2010). Teaching reading vocabulary. Wellington, New Zealand: NZCER Press.

Nicholson, T., & Dymock, S. (2015). The New Zealand dyslexia handbook. Wellington, New Zealand: NZCER Press.

Pressley, M., & Allington, R. L. (2015). Reading instruction that works: The case for balanced teaching (4th ed.). New York, NY. Guilford Press.

Spear-Swerling, L., & Sternberg, R.J. (1996). Off-track. When poor readers become “learning disabled’. Boulder, CO: Westview Press.

The Cognitive Framework of Learning to Read

http://www.sedl.org/reading/framework/framework.pdf

http://www.sedl.org/reading/framework/

Children of the Code: “The Code and the Challenge of Learning to Read It”

http://www.childrenofthecode.org

Edit Recommended Readings Content

Online Support

Edit Online Support Content
Moodle
Edit Online Support Content

Workload

Edit Workload Content
This includes approximately 50 hours in face-to-face classes and Moodle discussions with an estimated total of 300 learning hours that includes directed study, independent study, and assessment. Paper delivery will include on-campus classes and online support.
Edit Workload Content