Approaches to Reading

Unit code: EEC2106 | Study level: Undergraduate
12
(Generally, 1 credit = 10 hours of classes and independent study.)
Footscray Park
Online Real Time
EEC1108 - Literacy Across the Continuum 1
EEC1111 - Personal and Professional Learning for Teaching
Successful completion of the Literacy and Numeracy test for Initial Teacher Education (LANTITE)
(Or equivalent to be determined by unit coordinator)
Overview
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Overview

This unit will introduce pre-service teachers to explicit knowledge of the early reading instruction approaches and practices that will support school students to become empowered readers. Through connection to theoretical models, research into how students learn and the pedagogical approaches that result from such understandings, pre-service teachers will become knowledgeable about how early reading instruction is founded upon the use of authentic texts as a basis for meaning-making. Consequently, phonics instruction, including phonemic awareness, alphabet knowledge and early spelling patterns will be explored within the context of relevant and highly effective reading frameworks such as the Four Resources Model. The unit will equip pre-service teachers to plan quality reading programs that align with the requirements of the English Curriculum and to understand the purpose of timely and relevant feedback and assessment practices.

Learning Outcomes

On successful completion of this unit, students will be able to:

  1. Articulate understandings of how early reading instruction is implemented in primary classrooms through a range of approaches that support school students to become empowered readers.
  2. Critically review a range of pedagogical models of early reading instructions, including critical literacy, based on relevant theory, use of ICT and research into how students learn.
  3. Analyse a range of early reading instruction approaches, including phonics instruction within the context of highly effective reading frameworks such as the Four Resources Model.
  4. Demonstrate broad understandings of professional content knowledge of early reading instruction that aligns with the English curriculum and appropriate assessment practices.

Assessment

For Melbourne campuses

Assessment type: Report
|
Grade: 25%
Showcase of early reading texts to effectively guide specific aspects of reading instruction (800 words)
Assessment type: Assignment
|
Grade: 45%
Description, explanation and analysis of two reading strategies (1400 words)
Assessment type: Presentation
|
Grade: 30%
Modelled reading instruction (class task) (800 words equivalent)

Required reading

In addition, University students will be provided with an up-to-date reading list via the VU Collaborate system

Literacy in Australia: pedagogies for engagement
Seely Flint, A Kitson, l Lowe, K Shaw, K Humphrey, S Vicars, M &Rogers, J 2020, | Wiley, Milton QLD Australia.

As part of a course

This unit is studied as part of the following course(s):

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