Reading the World
| Module title | Reading the World |
|---|---|
| Module code | EFPM321 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Dr Ruth Newman (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 5 | 5 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
Reading is the core mechanism by which new knowledge and new understanding is acquired, and being able to read with confidence is an imperative for educational success. At the same time, the reading we do beyond compulsory reading helps us to understand ourselves and our world. This module addresses the learning and teaching of reading, with a dual emphasis on reading for pleasure and reading in the curriculum. A significant element of the module includes the reading and study of books written for children, from the Early Years through to teen fiction. This module is aimed principally at participants with a BA/BEd/PGCE in Primary Education, a PGCE in Secondary English, or a PGCE in any secondary subject with high literacy demands. You will also normally need to be currently in a teaching post, or have access to an appropriate classroom setting for the school-based elements of the module.
Module aims - intentions of the module
The principal aim of this module is to enable you to develop a stronger theoretical understanding of reading and the teaching of reading. This will have a direct impact on your own pedagogical practices and a direct impact on your students’ outcomes in reading assessment and in using reading to access the curriculum. The module also aims to broaden and extend your familiarity with a wide range of literature for children.
Specifically, the module aims to:
develop your understanding of theoretical models of the reading process;
clarify the respective roles of phonics and comprehension in becoming an effective reader;
support your ability to make connections between research in reading and your own classroom practice;
develop your subject knowledge of literature written for children and young people;
enable you to understand readers’ perspectives on reading;
support your ability to manage effective classroom practice in reading.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate systematic understanding of theoretical models of the reading process;
- 2. identify students learning needs in reading and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work which involve reading;
- 3. evaluate critically and analyse a wide range of books written for children and young people;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. critically evaluate the relevance of reading research to classroom practice;
- 5. synthesise relevant reading research literature in support of an argument;
- 6. use appropriate technologies for data handling and writing in education;
- 7. present data and findings in a form appropriate for educational contexts;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. manage your own learning development;
- 9. learn effectively and be aware of your own learning strategies;
- 10. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
- 11. think creatively about the main features of a given problem and develop strategies for its resolution.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Introduction: an overview of research in reading; learning to read; the role of phonics in decoding text; the role of comprehension in reading; international reading standards.
Children’s Literature: the place of picture books in reading development; the history of literature written for children; classic children’s literature; fiction for the primary school; teen fiction; non-fiction texts; contemporary authors; reading for pleasure.
Developing Comprehension: taxonomies of comprehension skills; comprehension strategies; self-regulation; analysing students’ comprehension levels; developing comprehension skills.
Reluctant Readers: reading and motivation; understanding readers’ perspectives; gender differences in attitudes to reading; supporting reluctant readers.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 33 | 267 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 26 | 8 seminars of 3 hours each (4 Study Days): Face-to-face or online webinar, plus 2 one hour webinars |
| Scheduled Learning & Teaching activities | 7 | Workshop: Reader Exchanges (conducted online), One per week. |
| Guided independent study | 32 | Fieldwork: observing childrens responses to teenage literature, and observing comprehension skills revealed in lessons |
| Guided independent study | 60 | Independent Study: reading childrens literature and collation of critical evaluation of texts read |
| Guided independent study | 10 | Preparation of a research proposal for the research assignment. |
| Guided independent study | 40 | Data collection and analysis for research assignment |
| Guided independent study | 40 | Preparation of a Powerpoint presentation with audio recorded commentary offering a critical evaluation of childrens literature |
| Guided independent study | 85 | Completion of written assignment for summative assessment. Task includes further reading in relation to focus of the project, synthesis of material and drafting/redrafting the final piece of work. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Research Plan | 500 words | 6, 7, 9, 11 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Individual Oral presentation (Powerpoint with audio) | 40 | 15 minutes (equivalent 1500 words) | 3, 4, 5, 7, 8, 10 | Written feedback |
| Research report | 60 | 4,000 words | 1, 2, 4, 5, 6, 10, 11 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Individual Oral presentation (Powerpoint with audio) | Individual Oral presentation (15 minutes) | 3, 4, 5, 7, 8, 10 | 6 weeks |
| Written assignment | Written assignment (5000 words) | 1, 2, 4, 5, 6, 10, 11 | 6 weeks |
Indicative learning resources - Basic reading
Basic reading:
Appleyard, J.A. (1991) Becoming a Reader. Cambridge: Cambridge University Press
Arizpe, E., & Styles, M. (2015). Children reading picturebooks: Interpreting visual texts. Routledge.
Cremin, T., & Moss, G. (2018). Reading for pleasure: supporting reader engagement. Literacy, 52(2), 59-61. https://doi.org/10.1111/lit.12156
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51. https://psycnet.apa.org/doi/10.1177/1529100618786959
Cekaite, A., & Björk-Willén, P. (2018). Enchantment in storytelling: Co-operation and participation in children's aesthetic experience. Linguistics and Education, 48, 52-60. https://doi.org/10.1016/j.linged.2018.08.005
Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3-11.
Hodges, G. C. (2010). Rivers of reading: Using critical incident collages to learn about adolescent readers and their readership. English in Education, 44(3), 181-200.
Kucirkova, N., & Cremin, T. (2020). Children reading for pleasure in the digital age: Mapping reader engagement. Sage.
Moss, G. (2021). Literacies and social practice: sociological perspectives on reading research. Education 3-13, 49(1), 41-51. https://doi.org/10.1080/03004279.2020.1824701
Rundell, K. (2019). Why you should read children’s books, even though you are so old and wise. Bloomsbury Publishing.
Spufford, F. (2003). The child that books built. Picador.
Wyse, D., & Bradbury, A. (2022). Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education, 10(1). https://doi.org/10.1002/rev3.3314
Clark, C (2013) Children's and Young People's Reading in 2012: Findings from the 2012 Annual Literacy Survey London: National Literacy Trust
Fox, G. (1995) Celebrating Children’s Literature. London: Hodder and Stoughton
Gough, P.B. and Tunmer, W.E. (1986) Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
Harrison, C. (2004) Understanding Reading Development. London: Sage
International Reading Association (2007) Reading Well: A Synthesis of the International Reading Association's Research on Teacher Preparation for Reading Instruction. Newark, DE: Author.
NSW Teaching Comprehension Strategies http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf
Snow, C., Griffin, P. and Burns, M.C. (2007) Knowledge to Support the Teaching of Reading. San Francisco: Jossey Bass
Stainthorp, R. and Stuart, M. (2008) The simple view of reading and evidence based practice. Evidence to UCET ITE Committee http://www.google.co.uk/search?q=the+simple+view+of+reading&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-GB:official&client=firefox-a
Stuart, M., Stainthorp, R. and Snowling, M. (2008) Literacy as a complex activity: deconstructing the simple view of reading. Literacy, 42, 59-66.
Thomson, J.M. and Goswami, U. (2010) Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading & Writing, 23, 453-69.
Torgerson, C. Brooks, G. and Hall, J. (2006) A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling. London: DfES Research Report 711
Wyse, D. and Goswami, U. (2008) Synthetic phonics and the teaching of reading. British Educational Research Journal, 34: 691–710
Indicative learning resources - Web based and electronic resources
Module Dropbox for sharing resources and materials
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | none |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 30/09/2014 |
| Last revision date | 18/04/2023 |
