PY3TAR-Typical and Atypical Reading

Module Provider: Psychology
Number of credits: 10 [5 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites: PY2RM Research Methods and Data Analysis or PY2RMP Research methods in Psychology and PY2DAL Development across the lifespan
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Rachel Pye
Email: rachel.pye@reading.ac.uk

Type of module:

Summary module description:

This module focusses on reading and dyslexia from theory to practise. We will look at how definitions of dyslexia can affect diagnosis decisions, which can lead to different treatment approaches. Teaching is highly interactive, using a Team-Based Learning approach, where students work together to explore content in depth. The poster assessment requires students to design a battery of tests to identify potential reading difficulties, with an accompanying summary to explain your rationale. Students receive formative feedback from peers in the poster conference.

Aims:
This module will enable students to study in depth typical and atypical reading in children and adults. Students will gain experience of critical evaluation of existing research and theoretical perspectives in the reading literature; develop their ability to study independently, and gain experience of current research being undertaken in the department.

Assessable learning outcomes:
By the end of the module, the student will be able to:
1.Critically analyse research on typical and atypical reading in children and/or adults.
2. Apply their understanding of the key factors in defining and diagnosing reading difficulties.
3. Appraise key theoretical explanations for dyslexia, with critical reference to the literature.

Additional outcomes:
Students will further develop their skills in:
1. Successful team-work and self-confidence through Team-Based Learning.
2. Analysis and synthesis of complex literature relating to typical and atypical reading.
3. Designing appropriate experiments to test research questions derived from theory.

Outline content:

The module comprises seven 2 hour seminars. 

Reading is a skill that many of take for granted, but widespread literacy is a relatively recent phenomena. We will look at how children (and adults) develop into skilled readers: which skills are required, and which are the most important. We will consider the major theoretical explanations and critically evaluate the evidence. We will additionally look at practical issues around testing reading and cognitive ability in children and adults, and discuss the educational implications of atypical reading. 

Brief description of teaching and learning methods:

This module uses a Team-based Learning (TBL) approach, where students work in teams to explore and evaluate the material, facilitated by the module convenor. Students will also have the opportunity to administer and take part in a range of tests used to assess reading ability in children and adults. During the course of the module, students will prepare a poster presentation which will be peer-reviewed prior to submission.

Contact hours:

	Autumn	Spring	Summer
Seminars	14
Guided independent study:	86
Total hours by term	100	0	0
Total hours for module	100

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

This module is assessed through coursework (100%). Coursework will comprise a poster.

Formative assessment methods:

Students will be provided with feedback on the content of their poster presentation. This feedback will help students prepare for the final submission.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

The module must be passed with a mark of at least 40% overall.

Reassessment arrangements:

Re-assessment is by submission of a 2000-word written assessment in August/September.

Additional Costs (specified where applicable):

1) Required text books: 

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 18 September 2023