Students
LING927 – Reading Development and Disorders
2014 – S2 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Linda Cupples
Contact via linda.cupples@mq.edu.au
Australian Hearing Hub Level 3 North Room 517
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MAppLing or PGDipAppLing or MCommDis or MSpchLngPath
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit provides an introduction to theoretical perspectives and empirical data in the area of normal reading acquisition before moving on to consider developmental disorders of reading in greater detail.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Enhanced understanding of theories and research related to reading development and disorders.
- Increased familiarity with reading assessment and intervention practices
- Familiarity with clinical data in the fields of reading assessment and intervention
- Enhanced ability to interpret clinical (reading assessment) data in relation to published literature
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
- Enhanced familiarity with reading assessment and intervention practices for children with a range of developmental disorders
General Assessment Information
In regard to submission of assignments, you should note that:
- ALL assignments should be submitted electronically via the LING927 iLearn website.
- Unless students have negotiated an extension based on documented evidence of significant disruption to their studies, a penalty of 5% per day will apply to late submission of assignments.
- Again, unless otherwise negotiated, assignments will not be accepted at all AFTER the date on which the marked assignments are returned to all students in the unit.
Assessment Tasks
| Name | Weighting | Due | Groupwork/Individual | Short Extension | AI assisted? |
|---|---|---|---|---|---|
| Review questions | 20% | 18/08/2014 | No | ||
| Synopsis and critique | 30% | 07/10/2014 | No | ||
| Critical review | 40% | 10/11/2014 | No | ||
| Online participation | 10% | Throughout semester | No |
Review questions
Due: 18/08/2014
Weighting: 20%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Students will provide written answers in the form of short paragraphs to the set of seven (7) review questions included in Part 1 Activity 1 that relate to the readings by Coltheart (2006) and Harley (2014). Answers should be clear and concise, but they must provide sufficient information to demonstrate a high level of understanding. This assessment is due at the beginning of week 3.
On successful completion you will be able to:
- Enhanced understanding of theories and research related to reading development and disorders.
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
Synopsis and critique
Due: 07/10/2014
Weighting: 30%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Students will provide a written synopsis and critical evaluation, in point form or essay format, of a prescribed reading related to Part 3 of the unit content, Intervention Strategies. The assessment should be a maximum of 1000 words and is due for submission at the beginning of week 8 (the first week after the mid-semester break).
On successful completion you will be able to:
- Enhanced understanding of theories and research related to reading development and disorders.
- Increased familiarity with reading assessment and intervention practices
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
Critical review
Due: 10/11/2014
Weighting: 40%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Students will review recent literature on some aspect of reading development, assessment, or intervention relating to one of the five developmental disorders covered in Part 4 of the unit content; namely, ADHD, autism, Down syndrome, hearing loss, or SLI. A specific question or questions should be addressed, and the review should cover the most recent literature and include a summary table highlighting relevant aspects. An example review paper on a non-reading-related topic will be provided on the LING927 iLearn website as an example for students to follow. The review should be a maximum of 2500 to 3000 words (including all text, tables, figures, and appendices, but excluding the reference list). This assessment is due at the beginning of week 13.
On successful completion you will be able to:
- Enhanced understanding of theories and research related to reading development and disorders.
- Increased familiarity with reading assessment and intervention practices
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
- Enhanced familiarity with reading assessment and intervention practices for children with a range of developmental disorders
Online participation
Due: Throughout semester
Weighting: 10%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Students will be expected to take part in online discussions regarding unit content throughout semester. Specific guidance will be provided in the "discussion" component of the LING927 iLearn website.
On successful completion you will be able to:
- Increased familiarity with reading assessment and intervention practices
- Familiarity with clinical data in the fields of reading assessment and intervention
- Enhanced ability to interpret clinical (reading assessment) data in relation to published literature
- Enhanced familiarity with reading assessment and intervention practices for children with a range of developmental disorders
Delivery and Resources
Classes
This unit is taught in external mode only (although consultations with the convenor can be made by appointment).
The unit tasks are activity- and discussion-based. Students will be expected to have read prescribed articles/book chapters listed in "Objectives and Readings" and to have considered their answers to pre-set questions, and to participate in online discussions via the unit's iLlearn site.
Required and recommended texts and/or materials
There is no prescribed text for this unit but readings can be accessed via links embedded in the "Objectives and Readings" documents for each study part. The only reading unavailable via a direct link is the chapter by Harley (2014) listed in study part 1. It can be accessed through the Macquarie Library's e-reserve site at www.library.mq.edu.au/reserve/
Unit web page
The unit web page can be found at: https://ilearn.mq.edu.au
Technolgies used and required
Word processing technologies are required for completing all assignments.
Internet access is required for access to study materials, online unit discussions and submission of assignments.
Changes since last offering
The unit content has been completely updated and revised, although the topics covered are similar to those included in previous versions of the unit.
Assessments are of the same type as those used in previous years, but the specific questions and literature to be covered have been updated.
Unit Schedule
Part 1 - Skilled reading and reading development: Theoretical perspectives, assessment techniques, and types of reading disability (2 weeks).
Part 2 - Cognitive and linguistic processes and reading: Cognitive and linguistic processing in pre-readers and developing readers (3 weeks).
Part 3 - Intervention strategies: Evidence-based strategies for providing effective intervention to children with reading difficulties (2 weeks).
Part 4 - Reading in special populations: Reading development and intervention for children with developmental disorders (5 weeks).
Learning and Teaching Activities
Prescribed reading
Review questions
Case study
Critical evaluation of research
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Enhanced understanding of theories and research related to reading development and disorders.
- Increased familiarity with reading assessment and intervention practices
- Familiarity with clinical data in the fields of reading assessment and intervention
- Enhanced ability to interpret clinical (reading assessment) data in relation to published literature
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
- Enhanced familiarity with reading assessment and intervention practices for children with a range of developmental disorders
Assessment tasks
- Review questions
- Synopsis and critique
- Critical review
- Online participation
Learning and teaching activities
- A careful selection of journal articles and book chapters will provide students with relevant background in theoretical approaches and empirical findings.
- Questions designed to enhance students' understanding of the prescribed reading.
- Engagement with empirical data relevant to the field of reading development and disorders
- Critical evaluation of research designed to enhance students' understanding of the literature and promote lifelong learning
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Enhanced understanding of theories and research related to reading development and disorders.
- Enhanced ability to interpret clinical (reading assessment) data in relation to published literature
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
Assessment tasks
- Review questions
- Synopsis and critique
- Critical review
- Online participation
Learning and teaching activities
- Engagement with empirical data relevant to the field of reading development and disorders
- Critical evaluation of research designed to enhance students' understanding of the literature and promote lifelong learning
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Enhanced understanding of theories and research related to reading development and disorders.
- Familiarity with clinical data in the fields of reading assessment and intervention
- Enhanced ability to interpret clinical (reading assessment) data in relation to published literature
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
- Enhanced familiarity with reading assessment and intervention practices for children with a range of developmental disorders
Assessment tasks
- Review questions
- Synopsis and critique
- Critical review
- Online participation
Learning and teaching activities
- Questions designed to enhance students' understanding of the prescribed reading.
- Engagement with empirical data relevant to the field of reading development and disorders
- Critical evaluation of research designed to enhance students' understanding of the literature and promote lifelong learning
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcome
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
Assessment tasks
- Review questions
- Synopsis and critique
- Critical review
- Online participation
Learning and teaching activities
- Questions designed to enhance students' understanding of the prescribed reading.
- Critical evaluation of research designed to enhance students' understanding of the literature and promote lifelong learning
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Increased familiarity with reading assessment and intervention practices
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
- Enhanced familiarity with reading assessment and intervention practices for children with a range of developmental disorders
Assessment tasks
- Synopsis and critique
- Critical review
- Online participation
Learning and teaching activities
- Engagement with empirical data relevant to the field of reading development and disorders
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Enhanced understanding of theories and research related to reading development and disorders.
- Increased familiarity with reading assessment and intervention practices
- Familiarity with clinical data in the fields of reading assessment and intervention
- Enhanced ability to interpret clinical (reading assessment) data in relation to published literature
- Increased ability to understand and critically analyse empirical research and differing theories of reading development and disorders.
- Enhanced familiarity with reading assessment and intervention practices for children with a range of developmental disorders
Assessment tasks
- Synopsis and critique
- Critical review
- Online participation
Learning and teaching activities
- Engagement with empirical data relevant to the field of reading development and disorders
- Critical evaluation of research designed to enhance students' understanding of the literature and promote lifelong learning