Students

EDUC3710 – Reading Acquisition in the Primary Classroom

2021 – Session 1, Weekday attendance, North Ryde

Notice

As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group activities on campus, and most will keep an online version available to those students unable to return or those who choose to continue their studies online.

To check the availability of face-to-face and online 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 Lecturer
Hua-Chen Wang
Contact via iLearn Dialogue
29WW Room 363
By appointment
Tutor
Jo Fitzgibbon
Contact via iLearn Dialogue
Credit points Credit points
10
Prerequisites Prerequisites
130cp at 1000 level or above including (EDUC2600 or EDUC260)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This unit offers a systematic, research-based guide to teaching literacy in the first three years of school. Its aim is to ensure that teachers can work with at-risk or reluctant readers in the classroom as effectively as with children for whom reading seems to come naturally. Taking an analytic approach to reading, the unit helps teachers to move children through the key stages of early reading acquisition. It takes a balanced view of reading instruction, stressing the importance of phonological processes at the beginning of literacy instruction as well as semantic and syntactic ones.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://students.mq.edu.au/important-dates

Learning Outcomes

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

  • ULO1: Examine different theoretical perpectes and current research on how children learn to read.
  • ULO2: Demonstrate knowledge of material covered in lectures, readings and tutorials.
  • ULO3: Critically review and apply current practices in teaching reading comprehension.
  • ULO4: Develop classroom strategies that enhance literacy learning for all students especially those at-risk of failure; including the use of visual displays and cooperative learning.
  • ULO5: Explore ways of assessing, developing and implementing intervention programs for at-risk readers.
  • ULO6: Reflect on course material and how it impacts on their understanding of reading acquisition and classroom teaching.
  • ULO7: Apply critical and creative thinking to organising and disseminating information.

General Assessment Information

*Please note that due to COVID pandemic, the assessment task 'Quiz' will be online instead of in-class. 

Assessment Presentation and Submission Guidelines 

Please follow these guidelines when you submit each assignment: 

  • Allow a left and right-hand margin of at least 2cm in all assignments. 

  • Please type all assignments using 12-point font and 1.5 spacing. 

  • All assessments must be submitted through Turnitin in .doc or .pdf format  

  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin. 

  • Faculty assignment cover sheets are NOT required. 

 

Draft Submissions & Turnitin Originality Reports 

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report. 

  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date. 

  • Generally, one Originality Report is generated every 24 hours up to the due date. 

 

Please note: 

  • Students should regularly save a copy of all assignments before submission, 

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time. 

 

Assignment extensions and late penalties 

  • In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see:  https://students.mq.edu.au/study/my-study-program/special-consideration 

  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.  

  • Late submissions: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g., quizzes, online tests. Late penalties are applied by unit convenors or their delegates after tasks are assessed. 

  • If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.  

  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date. 

 

Requesting a re-assessment of an assignment 

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.  

Note: 

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.  

  • The outcome of a re-mark may be a higher/lower or unchanged grade.  

  • Grades are standards referenced and effort is NOT a criterion.  

 

Units with Quiz Assessments 

Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion. Please see the Academic Honesty Handbook for more information. 

 

University policy on grading 

Criteria for awarding grades for assessment tasks 

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information. 

 

Descriptive Criteria for awarding grades in the unit 

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45. 

 

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016 

 

The following generic grade descriptors provide university-wide standards for awarding final grades. 

  

Grade 

Descriptor 

HD 

(High Distinction) 

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. 

(Distinction) 

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. 

Cr 

(Credit) 

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. 

(Pass). 

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes 

(Fail) 

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. 

 

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of  the placement. 

 

Withdrawing from this unit 

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree. 

 

Results 

Results shown in iLearn, 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.

Assessment Tasks

Name Weighting Hurdle Due
Major Task 40% No End of Week 7 (April 25th, 2021)
Examination 40% No Exam week
Quiz 20% No Week 6 (April 1st, 2021)*

Major Task

Assessment Type 1: Design Task
Indicative Time on Task 2: 30 hours
Due: End of Week 7 (April 25th, 2021)
Weighting: 40%

There are two parts and you must respond to both parts.

Part A: Build a reading programme profile (20%)

The essay should be about 800 words ( i.e. between 720 and 880 words) long. You will construct the reading programme profile of a school based on publicly available information.

Part B: Design a Reading-focused Programme (20%)

In this section, you will present a Reading-focused Programme with reference to the NSW English K – 10 Syllabus and your responses in Part A. If your programme does not align with your responses in Part A, you will receive 0% for this part.


On successful completion you will be able to:
  • Examine different theoretical perpectes and current research on how children learn to read.
  • Demonstrate knowledge of material covered in lectures, readings and tutorials.
  • Critically review and apply current practices in teaching reading comprehension.
  • Develop classroom strategies that enhance literacy learning for all students especially those at-risk of failure; including the use of visual displays and cooperative learning.
  • Explore ways of assessing, developing and implementing intervention programs for at-risk readers.
  • Reflect on course material and how it impacts on their understanding of reading acquisition and classroom teaching.
  • Apply critical and creative thinking to organising and disseminating information.

Examination

Assessment Type 1: Examination
Indicative Time on Task 2: 20 hours
Due: Exam week
Weighting: 40%

Examination


On successful completion you will be able to:
  • Examine different theoretical perpectes and current research on how children learn to read.
  • Demonstrate knowledge of material covered in lectures, readings and tutorials.
  • Critically review and apply current practices in teaching reading comprehension.
  • Develop classroom strategies that enhance literacy learning for all students especially those at-risk of failure; including the use of visual displays and cooperative learning.
  • Explore ways of assessing, developing and implementing intervention programs for at-risk readers.
  • Reflect on course material and how it impacts on their understanding of reading acquisition and classroom teaching.
  • Apply critical and creative thinking to organising and disseminating information.

Quiz

Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 10 hours
Due: Week 6 (April 1st, 2021)*
Weighting: 20%

The in-class quiz will be held during the Week 6 tutorial. The quiz will focus on your understanding of the content from Week 1 to Week 5 This paper-based quiz will include multiple-choice questions and short-answer questions.


On successful completion you will be able to:
  • Examine different theoretical perpectes and current research on how children learn to read.
  • Demonstrate knowledge of material covered in lectures, readings and tutorials.
  • Reflect on course material and how it impacts on their understanding of reading acquisition and classroom teaching.
  • Apply critical and creative thinking to organising and disseminating information.

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 Learning Skills Unit 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

Required Texts

Fellowes, J., & Oakley, G. (2014). Language, Literacy and Early Childhood Education (2nd Ed.). South Melbourne, Australia: Oxford University Press.

BOSTES (2015). Phonics: A guide for teachers. Sydney: BOSTES.

BOSTES (2016). Grammar: A guide for teachers. Sydney: BOSTES.

Syllabus documents

Board of Studies, NSW (2012). English K – 10 Syllabus.

Board of Studies. NSW (2012). Suggested Texts: English K – 10 Syllabus.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

 

Information about the unit iLearn site   

This unit has a full web presence through iLearn.   

Students will need regular access to a computer and the Internet to complete this unit.  

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. 

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.  

Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’. 

PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.  

Access and technical assistance  

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password. 

Please do NOT contact the Unit Convenor regarding iLearn technical help.  

No extensions will be given for any technical issues. Allow enough time for your submissions.  

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff. 

 

This unit requires students to use several ICT and software skills: 

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks.   

  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.  

  • Uploading of assessment tasks to iLearn. 

 

Unit Schedule

Topic 

Online Lecture Completion Date 

Content 

1. 

Week 1 (Feb 22nd)

Introduction - Understanding reading

2. 

Week 2 (March 2nd)

Phonemic awareness

3. 

Week 3 (March 8th)

Phonics (1)

4. 

Week 4 (March 15th)

Phonics (2)

5. 

Week 5 (March 22nd)

Vocabulary 

6. 

Week 6 (March 29th)

Reading for comprehension 

 

Recess

 

 

Recess

 

7. 

Week 7 (April 19th)

Pedagogies for teaching reading

8. 

Week 8 (April 26th)

Reading for fluency 

9. 

Week 9 (May 3rd)

Assessing reading

10. 

Week 10 (May 10th)

Diversity and Technology in reading acquisition

11.

Week 11 (May 17th

Professional experience block (No lecture/tutorial)

12.

Week 12 (May 24th)

Professional experience block (No lecture/tutorial)

13.

Week 13 (May 31st)

Professional experience block (No lecture/tutorial)

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/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

School of Education Procedures 

In addition, the following policies and procedures of the School of Education are applicable in this unit. 

Attendance for undergraduate units 

All Internal tutorials begin in Week 1 of Session.  

Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken. 

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change. 

Unit Expectations 

  • Students are expected to read weekly readings before completing tasks and attending tutorials 

  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials 

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor. 

Electronic Communication 

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via: 

  • Official MQ Student Email Address 

  • The Dialogue function on iLearn 

  • Other iLearn communication functions 

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 Enquiry Service

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

Equity 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.

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.