This unit (EEC2106) will introduce pre-service teachers to explicit knowledge of the early reading instruction approaches and practices that will support school students to become empowered readers. Through connection to theoretical models, research into how students learn and the pedagogical approaches that result from such understandings, pre-service teachers will become knowledgeable about how early reading instruction is founded upon the use of authentic texts as a basis for meaning-making. Consequently, phonics instruction, including phonemic awareness, alphabet knowledge and early spelling patterns will be explored within the context of relevant and highly effective reading frameworks such as the Four Resources Model. The unit will equip pre-service teachers to plan quality reading programs that align with the requirements of the English Curriculum and to understand the purpose of timely and relevant feedback and assessment practices.

Unit details

Location:
Footscray Park
Online Real Time
Study level:
Undergraduate
Credit points:
12
Unit code:
EEC2106

Prerequisites

EEC1108 - Literacy Across the Continuum 1

EEC1111 - Personal and Professional Learning for Teaching

This unit is only for Education students undertaking the courses EBED and ABED Successful completion of the Literacy and Numeracy test for Initial Teacher Education (LANTITE)

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Articulate understandings of how early reading instruction is implemented in primary classrooms through a range of approaches that support school students to become empowered readers.  
  2. Critically review a range of pedagogical models of early reading instructions, including critical literacy, based on relevant theory, use of ICT and research into how students learn.  
  3. Analyse a range of early reading instruction approaches, including phonics instruction within the context of highly effective reading frameworks such as the Four Resources Model.  
  4. Demonstrate broad understandings of professional content knowledge of early reading instruction that aligns with the English curriculum and appropriate assessment practices.  

Assessment

Assessment type Description Grade
Report Showcase of early reading texts to effectively guide specific aspects of reading instruction (800 words) 25%
Assignment Description, explanation and analysis of two reading strategies (1400 words) 45%
Presentation Modelled reading instruction (class task) (800 words equivalent) 30%

Required reading

In addition, University students will be provided with an up-to-date reading list via the VU Collaborate system

Literacy in Australia: pedagogies for engagement 3rd
Seely Flint, A Kitson, l Lowe, K Shaw, K Humphrey, S Vicars, M &Rogers, J 2020,
Wiley, Milton QLD Australia.

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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