ED4U026 - Dyslexia: Theory and Assessment (AMBDA) 01 Sep 2019 - 31 Aug 2027 | Version 2
Associated Module Information
| Module Code: | ED4U026 | ||
|---|---|---|---|
| Module Title: | Dyslexia: Theory and Assessment (AMBDA) | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Professional Learning in Education | ||
| Faculty Sub Group: | Social Work | ||
| Module Leader: | Lindsey Roberts, Gareth Dart | ||
| Module Team: | |||
| First Intended Intake: | SEP 2017 | Final Year of Intake: | 2022 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2019 |
| Valid To | 31 Aug 2027 |
Module Aims
To provide opportunities for students to acquire a knowledge and understanding of dyslexia, relating theory to practice.
To provide opportunities for students to acquire a knowledge and understanding of the theory and practice of psychometric testing.
To enable students to consider and critically reflect on a range of response options which will enable dyslexic children and adults to manage their difficulties and improve basic literacy skills within their capabilities.
To enable students to critically review recent research underpinning the current theories and methods of teaching learners with dyslexic-type difficulties
Content Summary
The content of the module is governed by the BDA’s criteria for AMBDA accreditation:
Causal theories of dyslexia.
Typical and atypical literacy development.
Factors affecting development of literacy difficulties from both theoretical and practical perspectives.
Executive Functioning.
Assessment of literacy difficulties using standardised and informal methods.
Principles of psychometric and educational assessment.
Utilising tests: test selection and general principles in test administration, scoring, interpretation of results and providing feedback.
Report writing for a range of purposes.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 30 |
| Seminar | 6 |
| Tutorial | 1 |
| Independent Study | 194 |
| Directed Study | 69 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | To demonstrate the ability to understand and critically appraise:a) Current research underpinning contemporary theoretical explanations of the nature of dyslexic-type difficulties and its relevance for teaching and learning.b) Theory and practice of psychometrics and educational testing.c) Relationship of that theory to the assessment of cognitive strengths and difficulties of learners. |
| LO2 | Demonstrate the ability to identify learners with dyslexia by making an appraisal, based on observation and assessment, of attainments and the reports of other professionals. |
| LO3 | Demonstrate the ability to develop effective literacy based intervention, study methods, organisational skills and improved motivation and self-esteem for learners |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Portfolio | Portfolio 1 | The portfolio will consist of: (i) A critical reflection on the causal theories of dyslexia; (ii) A critique of a commercially produced questionnaire/screening tool; (iii) A case study / report of an individual at risk of dyslexia including the use of informal and formal assessment procedures together with recommendations for intervention. | 0 | 5000 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | LO3 | |
| Portfolio 1 | ✔ | ✔ | ✔ |