ECL101 - Understanding Early Reading Development

Year:
Enrolment modes:

Trimester 1: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), Cloud (online), CBD*

Credit point(s): 1
EFTSL value: 0.125
Cohort rule:

Students must be enrolled in course E359, E330, E333, E334 or E200

Prerequisite:

Nil

Corequisite: Nil
Incompatible with: Nil
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

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.

Unit Fee Information

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