Early Literacy (P00622)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : EDU-P-P00622

The debate on the significance of top-down and bottom-up models of the teaching of reading has led to polarised views about how reading should be taught. Recently, however, research appears to be reaching more of a consensus focusing on an interactive model which takes into account of both the need to work on print and the construction of meaning. Views about the writing process and how we should teach children to write are also under scrutiny. More consideration has recently been given to the nature of social contexts and their role in influencing the development of literacy. This module will explore the implications for policy and practice which are arising from current research findings.

Entry Requirements

none

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : To be arranged/Unknown

? Contact Teaching Time : 3 hour(s) per week for 9 weeks

Summary of Intended Learning Outcomes

On completion of this course, students will be able to:
1. critically review recent research findings relating to the development of literacy
2. discuss and analyse a range of early intervention strategies which would promote success in early literacy
3. demonstrate an awareness of the implications that recent research has for the acquisition of literacy
4. demonstrate an awareness of the principles which underpin the creation of a variety of contexts to promote literacy

Assessment Information

The module assessment will take the form of a portfolio (5,000 words) which will contain the following:
- A collection of recent research papers relating to the development of early literacy and critically reviewed
- A critical assessment of a range of early intervention strategies
- A proposal to review one aspect of course members' practice clearly demonstrating how recent research in early literacy has influenced the planning-proposals will be used by course members to prepare and deliver a multi-media presentation which will describe and evaluate the creation of a literacy environment specific to their own areas of professional expertise.
Assessment will be a staged process, in which each element builds on what has come before. While the first two elements are part of a formative process, assessment will be summative across the whole range of the three elements identified above.