Module EFPM321 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM321: Reading the World
This module descriptor refers to the 2019/0 academic year.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Development of an assessment tool to capture reading comprehension skills | 500 words | 6, 7, 9, 11 | Written feedback |
| Draft design of research intervention | 1000 words | 6, 7, 11 | Written feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Individual Oral presentation (Powerpoint with audio) | 40 | 15 minutes | 3, 4, 5, 7, 8, 10 | Written feedback |
| Research report | 60 | 5000 words | 1, 2, 4, 5, 6, 10, 11 | Written feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Individual Oral presentation (Powerpoint with audio) | Individual Oral presentation (15 minutes) | 3, 4, 5, 7, 8, 10 | 6 weeks |
| Written assignment | Written assignment (5000 words) | 1, 2, 4, 5, 6, 10, 11 | 6 weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Appleyard, J.A. (1991) Becoming a Reader. Cambridge: Cambridge University Press
Clark, C (2013) Children's and Young People's Reading in 2012: Findings from the 2012 Annual Literacy Survey London: National Literacy Trust
Fox, G. (1995) Celebrating Children’s Literature. London: Hodder and Stoughton
Gough, P.B. and Tunmer, W.E. (1986) Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
Harrison, C. (2004) Understanding Reading Development. London: Sage
International Reading Association (2007) Reading Well: A Synthesis of the International Reading Association's Research on Teacher Preparation for Reading Instruction. Newark, DE: Author.
NSW Teaching Comprehension Strategies http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf
Snow, C., Griffin, P. and Burns, M.C. (2007) Knowledge to Support the Teaching of Reading. San Francisco: Jossey Bass
Stainthorp, R. and Stuart, M. (2008) The simple view of reading and evidence based practice. Evidence to UCET ITE Committee http://www.google.co.uk/search?q=the+simple+view+of+reading&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-GB:official&client=firefox-a
Stuart, M., Stainthorp, R. and Snowling, M. (2008) Literacy as a complex activity: deconstructing the simple view of reading. Literacy, 42, 59-66.
Thomson, J.M. and Goswami, U. (2010) Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading & Writing, 23, 453-69.
Torgerson, C. Brooks, G. and Hall, J. (2006) A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling. London: DfES Research Report 711
Wyse, D. and Goswami, U. (2008) Synthetic phonics and the teaching of reading. British Educational Research Journal, 34: 691–710.
