Course overview
This course will deepen preservice teachers' knowledge of theoretical perspectives and practices of emergent literacy and reading to prepare preservice teachers for facilitating learning in literacy and reading across the birth to five years and primary contexts. Preservice teachers will critique theoretical and pedagogical perspectives about teaching reading across the prior-to-school and the early primary years. Preservice teachers will examine the significance of the relationship between oral language and reading and apply pedagogical approaches to support reading development for a diverse range of learners. This work includes an examination of pedagogical strategies for teaching phonological awareness, vocabulary, comprehension, phonics and fluency. Throughout the course preservice teachers will review strategies for the generation of assessment data for reading and consider approaches to analysing data to make judgements about learner strengths and needs, to inform future planning and teaching.
Course learning outcomes
- Critique theoretical orientations and perspectives of reading development from varying perspectives
- Plan, apply and evaluate pedagogies for teaching reading
- Analyse the structural and language features of a range of texts to inform text selection for teaching, meaning making and comprehension
- Explore and evaluate approaches to designing and implementing assessment of reading including data analysis and considering the implications for teaching practice
- Evaluate various approaches to providing differentiated and supportive reading instruction for diverse learners and appraise the professional responsibility of educators to do so