Meeting Difficulties in Literacy Development: Research, Policy and Practice


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Publications - Dr Gavin Reid

Reach Out and Read : A national U. ROR also provides a number of resources for use in the clinical setting, including handouts such as Developmental milestones related to reading. MRA includes over teachers, parents, students and others committed to the promotion of literacy and to the improvement of reading and writing instruction throughout Manitoba. Nova Scotia The Read to Me, Nova Scotia Family Literacy Program allows trained family literacy practitioners to meet with families in hospital within 24 hours of giving birth, with information about early brain and language development and the benefits of talking, reading and singing to babies from birth.

Every family receives a free tote bag with two high quality infant board books, a resource booklet, a CD of nursery rhymes and lullabies, a video, an invitation to the public library and coupons for books. Nunavut The Nunavut Literacy Council promotes literacy and supports literacy initiatives in the four official languages of Nunavut—Inuktitut, Inuinnaqtun, English, and French.

AFLO works in areas such as advocacy, communication and coordination, professional development, and research. The AlphaPlus Centre serves practitioners including include tutors, instructors, trainers, volunteers, and researchers and organizations that work in the deaf, Aboriginal, francophone, and anglophone literacy field in Ontario.

They work to help users find relevant resources and information to enrich the learning of adults in literacy programs.

Informed, Targeted Teaching Relies on Quality Assessment Practices

Each unit in this course has its own assessment. Wherever possible, the specific focus of assignments is negotiated individually between the unit tutor and the student, within the parameters of the unit, in order to ensure that the assignment meets the personal and professional needs of the student.

The course provides students with a carefully planned and coherent sequence of learning opportunities that facilitate their development through diagnostic, formative and summative assessments. There are six assessments across the two units which are designed to evaluate understanding of theoretical concepts through their application in a practical context. These assessments progress from assessing critical understanding of theory, research, practice and policy at local and national level in the area of difficulties in literacy development and dyslexia, to assessment of individual difficulties and planning of provision, to an audit of institutional policy, provision and practice, and, finally, to the development of some aspect of provision for young people who experience difficulties in literacy development and dyslexia together with critical evaluation of this.

The assessments test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. Students are required to demonstrate an appropriate level of research, of independent argument, and to reference in an appropriate way. They will also provide evidence of knowledge and understanding, allow students the opportunity to express their individual responses to a topic or issue, and to demonstrate research into a given topic.

Through the assessments, students practise and reinforce skills in information technology and information retrieval e.


  1. Literacy Assessment Practices — The Literacy Bug.
  2. D-Day to Carpiquet: The North Shore Regiment and the Liberation of Europe (New Brunswick Military Heritage Series).
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  4. Reading the Rabbit: Explorations in Warner Bros. Animation: Explorations in Warner Bros.Animation!
  5. Beyond Darkness.
  6. Difficulties in Literacy Development and Dyslexia PgCert.
  7. A Practical Guide to Teaching English in the Secondary School (Routledge Teaching Guides)!

Unit assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for students to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome.

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The unit assessment feedback forms refer back to the criteria for M-level, and offer detailed comment to the student on the assessment piece. Both units must be passed credited at the appropriate level to achieve the qualification. Students must submit for a unit within one year of starting it.

Meeting the Challenges of Multilingual Education through the Understanding of CLIL

There is a formal requirement to request deferral to the Course Board Assessment after the conclusion of teaching for the unit. Any deferral is subject to UoB regulations. Applicants should have a good undergraduate degree at Honours level, or equivalent.

You must: have qualified teacher status QTS be practising teachers working in the area of special educational needs provision in schools study EDC in advance of EDC have regular i. How will this course improve my career prospects?

About the course

Find out more about additional costs while studying at Bedfordshire. Click here. Bedfordshire is a small county with lots to offer. You can also apply online Find out more about how to apply as an International student.

Meeting Difficulties in Literacy Development: Research, Policy and Practice
Meeting Difficulties in Literacy Development: Research, Policy and Practice
Meeting Difficulties in Literacy Development: Research, Policy and Practice
Meeting Difficulties in Literacy Development: Research, Policy and Practice
Meeting Difficulties in Literacy Development: Research, Policy and Practice
Meeting Difficulties in Literacy Development: Research, Policy and Practice
Meeting Difficulties in Literacy Development: Research, Policy and Practice

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