DAPP21-01 Literacy Acquisition – Underpinning Theory

The practice-led learning design means that the module is divided into strands, with each strand consisting of a series of learning experiences that are consolidated with practical activities. 

The content of the learning experiences and the practical activities they include ensures that new knowledge and skills you acquire are effectively transferred into your future practice. Topics in this module includes:

• Recent conceptualisations of dyslexia
• Morphological and orthographic processing – contributions to literacy
• Research on literacy acquisition and development including social context, family context, and the individual’s own views, strengths and motivations
• Role of bias in education
• Cognitive processing dimensions to consider when teaching and assessing
• AI literacy and ethics for specialist teachers.

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

1. Evaluate a range of current research perspectives on literacy acquisition and dyslexia.
2. Critically examine the influence of a range of factors on the typical acquisition of communication, language and literacy skills.
3. Critically examine the influence of a range of factors on the atypical acquisition of communication, language and literacy skills.
4. Appraise the utility of the construct ‘intelligence’ to teaching and learning

Formative (for example, could include but not be limited to):

• Contribution to Compulsory Forum 1: Cognitive processes underlying learning
• Contribution to Compulsory Forum 2: Bias
• Essay Plan – Compulsory task including an appraisal of initial knowledge of the topic before undertaking research for the essay.

Summative:

There are two summative assessments for this module:

• Essay, 3,000 words: Topics associated with literacy acquisition with reference to theories and research, including a 500 word reflection on how your understanding of literacy acquisition has developed during this module with reference to your essay plan.
• An audience-focused piece (poster/blog/presentation) and explanatory notes if necessary exploring the role of bias in teachers’ perceptions and actions, with reference to theories and research. The piece should address how outcomes for learners can be affected by teacher bias.

In order to pass the module, you will need to achieve an overall aggregate of 50% (grade 16) with a minimum of 50% (grade 16) in each assessment component.

• All essential reading materials that are required for the course are embedded within Campus Online. This may be as a journal article or extract from a key text, etc
• There is no pre-reading available or required.

Delegates will automatically become student members of The Dyslexia Guild for the first year of their course while they are actively studying on a Postgraduate Certificate in Specialist Teaching, or Postgraduate Diploma in Specialist Assessment and Teaching Programme with Dyslexia Action. The Guild is a membership network and professional association for practitioners in Dyslexia and SpLD, which aims to promote discussion, information and best practice as well as keep members informed of developments in the field through publication and distribution of topical news, updates and maintenance of an up-to-date library. 

The Guild provides its members with a wealth of information relating to dyslexia and SpLDs through its online library (the National Resource Centre for Dyslexia), a single-easy to access online platform that produces focused search results accessible by members 24/7. The library is supported by a Chartered Librarian and provides a unique, e-resource collection, covering the fields of dyslexia and other co-occurring difficulties. Participants have access to an online collection of over 800 specialist e-books, hard copy books and resources as well as simultaneous access to an online EBSCO database of over 1,600 full-text education and psychology journals.