ED4U027 - Dyslexia: Theory and Assessment (ATS) 01 Sep 2019 - 31 Aug 2027 | Version 2
Associated Module Information
| Module Code: | ED4U027 | ||
|---|---|---|---|
| Module Title: | Dyslexia: Theory and Assessment (ATS) | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Professional Learning in Education | ||
| Faculty Sub Group: | Social Work | ||
| Module Leader: | Gareth Dart, Elsa Torres | ||
| Module Team: | Priscillia Shen, Jolene Pang, Hamadatun Yusuf, Lindsey Roberts | ||
| 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 identification and assessment of dyslexia.
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 ATS/APS accreditation:
Causal theories of dyslexia.
Typical and atypical literacy development.
Factors affecting development of literacy difficulties from both theoretical and practical perspectives.
Executive functioning.
Issues in the identification of assessment of dyslexia using standardised and informal methods.
The basic principles of educational assessment.
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 critically analyse and evaluate developments in theory, policy, processes and practice in relation to dyslexia education and support in order to generate new knowledge and understanding which can be applied in the participants’ professional contexts. |
| LO2 | To critically consider issues relating to the description, definition and assessment of an individual with dyslexia including a critical engagement with ongoing debates about co-occurrence and labelling. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Portfolio | Portfolio 1 | For those who wish to obtain BDA accreditation): The portfolio will consist of: (i) A critical reflection on the causal theories of dyslexia (3000 words); (ii) A critique of a commercially produced questionnaire/screening tool (3000); (iii) A case study of an individual at risk of dyslexia including the use of informal and standardised assessment procedures together with recommendations for intervention (3000). For those who do not wish to obtain BDA accreditation: The portfolio will demonstrate the students understanding of the theories of the typical development of language, literacy, numeracy and executive functioning skills and how dyslexic learners may differ from those who are not experiencing difficulties in acquiring these skills. | 0 | N/A | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Portfolio 1 | ✔ | ✔ | |