| CODE | CSD5008 | ||||||
| TITLE | Strategies for Literacy Learning and Intervention | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 10 | ||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||
| DESCRIPTION | This study-unit will continue to build on knowledge covered in CMT5019 and will provide participants with advanced knowledge and the opportunity to practise various methods of assessment and intervention. This study-unit also aims at consolidating students' knowledge, skills, and attitudes necessary to engage with clients, and to understand their challenges through interviewing, observational, and assessment strategies. This study-unit will mainly focus on intervention practices. With regard to intervention, the focus will be on three aspects as detailed below. The first part of this study-unit will give a robust background into the nature of multisensory teaching and its relevance for the specific needs of individuals. Detailed analysis of kinaesthetic, visual, and auditory approaches to decoding and encoding will be put forward. The second part of this study-unit will give participants an overview of the various programmes available. Techniques for visualisation, reinforcement, analysis of the strategies required for the different kinds of word patterns, regular, and irregular words will also be investigated. The final part of the study-unit will deal with study skills. This section will enable participants to develop writing techniques for clients and how to help clients plan, and organise their work for the purposes of studying. Different Study Skills will be addressed. Study-Unit Aims: This study-unit aims at developing multisensory knowledge and techniques to be able to conceputalise, devise, and execute intervention plans with clients and their families. The candidates will have the opportunity to familiarise themselves with programmes such as the Wilson Method, The Hornsby Method, the Jill-Cottrell, and the Orton Gillingham Method, Math programmes, to be able to devise personalised programmes and resources for both English and Maltese. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Discuss theories of learning within the context of 21st century realities; - Discuss the benefits and possible limitations of Structures Multisensory Intervention; - Analyse, discern, contrast, and compare theories of literacy as translated into literacy programmes and intervention sesssions; - Evaluate different programmes in the best interest of clients; - Evaluate the use of technology in early literacy intervention and its use for general access to learning; - Critique the use of role-release in intervention contexts; - Conceptualise the assessment and intervention process; - Discuss how to use skills and competencies in assessment and intervention. 2. Skills: By the end of the study-unit the student will be able to: - Design literacy programmes for individual needs; - Demonstrate the appropriate competencies and attitude for effective intervention sessions; - Adapt resources for individual needs, demonstrating sensitivity to culture, race, language and individuals' contexts and interests; - Use technology and specific programmes (such as but not limited to, the Immersive Reader or the Reader pen) for learning and assessment; - Demonstrate the appropriate skills to help clients use technology effectively; - Demonstrates the ability to be self-reflective and self-evaluative; - Demonstrate flexibility to change plans-of-action according to clients' changing needs; - Demonstrate appropriate communication skills to implement role-release and include significant others in the clients' intervention programmes; - Reflect and critique intervention sessions and assessments observed; - Conduct supervised assessment sessions. Main Text/s and any supplementary readings: Main Texts: - Falzon, R. (2012). Early educators' awareness and knowledge of structured multisensory literary instruction. University of Northumbria at Newcastle. ProQuest Dissertations Publishing. https://www.proquest.com/docview/1687700469/fulltextPDF/98380A64E8D4240PQ/1?accountid=27934. Candidates will be given the opportunity to review actual reading intervention programmes, including the Wilson Reading Programme, Hornsby programme, Jill Cotterel, Orton-Gillingham, which will be used during lecturing. Supplementary Readings: - Al Otaiba, S., McMaster, K., Wanzek, J., & Zaru, M. W. (2023). What we know and need to know about literacy interventions for elementary students with reading difficulties and disabilities, including dyslexia. Reading Research Quarterly, 58(2), 313-332. - LAW, K. P. K. (2020). Exploring the effects of phonics instruction using a multisensory teaching approach on English reading skills in junior secondary school students with dyslexia. - Moats, L. (2019). Structured literacy: Effective instruction for students with dyslexia and related reading difficulties. Perspectives on Language and Literacy, 45(2), 9-11. - Morgan, K. (2019). Multisensory Teaching: Crossing Into a New Discipline. Palaestra, 33(1). - Newman, I. (2019). When saying鈥榞o read it again鈥檞on't work: Multisensory ideas for more inclusive teaching & learning. Nurse education in practice, 34, 12-16. - Nirmala, S. D., Ong, E. T., Thoe, N. K., & Anggoro, S. (2023). Reading and Writing Ability of Dyslexic Students Through Simultaneous Multisensory Teaching (SMT) Method. Dinamika Jurnal Ilmiah Pendidikan Dasar, 14(2), 117-127. DOI: 10.30595/dinamika.v14i2.14352. - Romero, Y. (2020). Lazy or Dyslexic: A Multisensory Approach to Face English Language Learning Difficulties. English Language Teaching, 13(5), 34-48.doi: 10.5539/elt.v13n5p34. |
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| ADDITIONAL NOTES | Pre-requisite Qualification: Entry requirements Pre-requisite Study-units: Year 1 of the Programme of Studies |
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| STUDY-UNIT TYPE | Lectures, Practicum and Online Learning | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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