Course Content
Module 1 Reading an Introduction – The Big Picture.
‘Reading has the power to change lives. It plays an essential role in learning, securing a job and being an active and engaged member of society. Reading provides us with information, knowledge, and makes us aware of people and places beyond our immediate circles. Learning foundational reading skills supports wellbeing and can translate to a love of reading and literature. As so much of our world rapidly changes around us, learning to read remains one of the most essential outcomes of schooling’. (Education Queensland, 2023. Reading Position Statement.) What Will You Learn? In this module you will explore how reading has been taught in the past and what research and evidence has informed current recommended teaching models. You will explore the complexities of learning to read. Why learning to read is difficult and the impact that low levels of literacy have on society. What the Big 6 or 5 Pillars (National Reading Panel) How the brain learns to read (Stanilas DeHaene) Ehri’s Stages of Reading Development and understand the process of Orthographic Mapping and the Alphabetic Principle. Self Teaching (David Share) Key Reading Frameworks – The Simple View of Reading (Gough and Tumner), Scarborough’s Reading Rope (Hollis Scarborough), and The Four Part Processing Model (Seidenberg and McClelland) The key components of Structured Literacy and how this differs from previous approaches to teaching reading. At the conclusion of this unit of work we will dive deep into the teaching of reading through the lens of the Simple View of Reading’.
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Module 5 – Comprehension: The Skilled Reader
In this module you will explore the complex nature of the comprehension strand of Scarborough’s Reading Rope and build your understanding of the essential components required for skilled reading development.
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Module 6 – Putting It Altogether: When Reading Science Meets Practice
In this module you will learn how a structured literacy approach to the teaching of reading can fit into a literacy block and how it can be supported across all Key Learning Areas (KLA’s). You will learn how and when different forms of assessment and screeners can be used to inform, monitor and measure student success.
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How to Teach Reading
About Lesson

Reference List and Resorces

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Willingham, D. T. (2006/07) How We Learn – Ask the Cognitive Scientist

 

 

GLOSSARY OF KEY TERMS

Discourse – Connected speech.

Mental lexicon- Words in long-term memory that are recognised and used in spoken or written language.

Morpheme The smallest meaningful part of a word.

Morphology – Refers to the linguistic structure of words, with specific respect to how words may be broken up into meaningful parts (morphemes).

Phonology – The system governing the speech sound patterns that exist in a spoken language.

Semantic – Related to word meanings.

Semantic network – A structure that shows how concepts or words are related and interconnected.

Simple View of Reading- A theory that describes reading comprehension as the product of both word recognition and language/listening comprehension.

Syntactic bootstrapping – A theory that explains how children learn word meanings by using the structure of language.

Syntax – The grammatical structure of a sentence.

Vocabulary – Knowledge of words’ meanings.

Vocabulary breadth- The size of a person’s vocabulary, or the number of words they know.

Vocabulary depth- The quality of knowledge for each word in a person’s vocabulary.