Module EFPM321 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM321: Reading the World
This module descriptor refers to the 2021/2 academic year.
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Introduction: an overview of research in reading; learning to read; the role of phonics in decoding text; the role of comprehension in reading; international reading standards.
Children’s Literature: the place of picture books in reading development; the history of literature written for children; classic children’s literature; fiction for the primary school; teen fiction; non-fiction texts; contemporary authors; reading for pleasure.
Developing Comprehension: taxonomies of comprehension skills; comprehension strategies; self-regulation; analysing students’ comprehension levels; developing comprehension skills.
Reluctant Readers: reading and motivation; understanding readers’ perspectives; gender differences in attitudes to reading; supporting reluctant readers.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
33 | 267 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning & Teaching activities | 26 | 8 seminars of 3 hours each (4 Study Days): Face-to-face or online webinar, plus 2 one hour webinars |
Scheduled Learning & Teaching activities | 7 | Workshop: Reader Exchanges (conducted online), One per week. |
Guided independent study | 32 | Fieldwork: observing childrens responses to teenage literature, and observing comprehension skills revealed in lessons |
Guided independent study | 60 | Independent Study: reading childrens literature and collation of critical evaluation of texts read |
Guided independent study | 10 | Preparation of a research proposal for the research assignment. |
Guided independent study | 40 | Data collection and analysis for research assignment |
Guided independent study | 40 | Preparation of a Powerpoint presentation with audio recorded commentary offering a critical evaluation of childrens literature |
Guided independent study | 85 | Completion of written assignment for summative assessment. Task includes further reading in relation to focus of the project, synthesis of material and drafting/redrafting the final piece of work. |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Module Dropbox for sharing resources and materials
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.