Students
APPL8270 – Reading Development and Disorders
2020 – Session 2, Fully online/virtual
Notice
As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group learning activities on campus for the second half-year, while keeping an online version available for those students unable to return or those who choose to continue their studies online.
To check the availability of face to face activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor, Lecturer and Tutor
Caroline Moir
Contact via Email
By appointment
Unit Convenor
Linda Cupples
Contact via Email
Australian Hearing Hub, 16UA, Rm 3.517
By appointment
Administration
Lorraine Whybrow
Contact via Email
4 First Walk, Ground Floor
Administration
Margaret Wood
Contact via Email
12SW
|
|---|---|
| Credit points |
Credit points
10
|
| Prerequisites |
Prerequisites
Admission to MAppLing or MAppLingTESOL or MTransInterMAppLingTESOL
|
| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
|
| 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.
|
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:
- ULO1: Understand and evaluate theories and research related to reading development and disorders.
- ULO3: Interpret clinical data in the fields of reading assessment and intervention
- ULO2: Identify a range of reading assessment and intervention practices
- ULO4: Interpret clinical (reading assessment) data in relation to published literature
- ULO5: Critically analyse empirical research in relation to differing theories of reading development and disorders
- ULO6: Identify and evaluate reading assessment and intervention practices for children with a range of developmental disorders
General Assessment Information
General Assessment Information
Students’ marked assignments will in general, be returned to them within 3 to 5 weeks of submission.
- Late submissions without an extension will receive a penalty of 5% of the total mark available for the assessment task per day including weekend days (i.e. this is 5% of the total marks possible for the task – NOT 5% of the marks the student received. For example, if the assessment task is worth 100 marks and the student is two days late their mark for the task is reduced by 10 marks.)
- Late submission of an assessment task without an extension will not be accepted at all after the date on which marked assessment tasks have been released to the rest of the class. Any student with unsubmitted work at this date will receive a mark of 0 for the assessment task.
- Extensions will only be given in special circumstances, and can be requested by completing the Special Consideration request at ask.mq.edu.au and providing the requisite supporting documentation.
- Extensions that will result in submissions after the assessment task has been returned to the class will require a separate assessment task to be completed at the unit convenor's discretion.
- For more information on Special Consideration, see the university website https://students.mq.edu.au/study/my-study-program/special-consideration\
- If a student fails the unit due to non-submission of an assignment or non-attendance at an exam, an FA grade will be applied in accordance with the University's Assessment Policy.
- Unit convenors have the discretion to determine whether or not students should fail a unit on the basis of lateness penalties alone if other learning outcomes of the unit have been met.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Review Questions | 20% | No | August 10 |
| Synopsis and Critique | 30% | No | September 14 |
| Critical review of literature | 40% | No | November 6 |
| Online participation | 10% | No | Throughout semester with final posts on or before November 9 |
Review Questions
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 15 hours
Due: August 10
Weighting: 20%
You will provide written answers in the form of short paragraphs to the review questions included in Part 1 Activity 1.
On successful completion you will be able to:
- Understand and evaluate theories and research related to reading development and disorders.
- Critically analyse empirical research in relation to differing theories of reading development and disorders
Synopsis and Critique
Assessment Type 1: Essay
Indicative Time on Task 2: 20 hours
Due: September 14
Weighting: 30%
You will submit 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. (Maximum length = 1,000 words)
On successful completion you will be able to:
- Understand and evaluate theories and research related to reading development and disorders.
- Interpret clinical data in the fields of reading assessment and intervention
- Identify a range of reading assessment and intervention practices
- Critically analyse empirical research in relation to differing theories of reading development and disorders
Critical review of literature
Assessment Type 1: Literature review
Indicative Time on Task 2: 50 hours
Due: November 6
Weighting: 40%
You 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 DLD. You will address a specific question or questions, and cover the most recent literature, including a summary table to highlight relevant aspects.
On successful completion you will be able to:
- Understand and evaluate theories and research related to reading development and disorders.
- Interpret clinical data in the fields of reading assessment and intervention
- Identify a range of reading assessment and intervention practices
- Interpret clinical (reading assessment) data in relation to published literature
- Critically analyse empirical research in relation to differing theories of reading development and disorders
- Identify and evaluate reading assessment and intervention practices for children with a range of developmental disorders
Online participation
Assessment Type 1: Participatory task
Indicative Time on Task 2: 10 hours
Due: Throughout semester with final posts on or before November 9
Weighting: 10%
You will take part in online discussions regarding unit content throughout semester.
On successful completion you will be able to:
- Interpret clinical data in the fields of reading assessment and intervention
- Identify a range of reading assessment and intervention practices
- Interpret clinical (reading assessment) data in relation to published literature
- Identify and evaluate reading assessment and intervention practices for children with a range of developmental disorders
1 If you need help with your assignment, please contact:
- the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
- the Writing Centre for academic skills support.
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
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 iLearn site.
Required and recommended texts and/or materials
There is no prescribed text for this unit but readings can be accessed electronically via the Macquarie Library's main search page.
Unit web page
The unit web page can be found at: https://ilearn.mq.edu.au
Technologies 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.
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).
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/student-conduct
Results
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
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 help you improve your marks and take control of your study.
The Library provides online and face to face support to help you find and use relevant information resources.
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
If you are a Global MBA student contact globalmba.support@mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.