Semester: One
Credits: Three
Rationale: Literacy professionals
need to develop a background of linguistic insights
into the acquisition of literacy. The focus of this
course is the acquisition of literacy with emphasis
on development of oral and written language. Class interactions
will emphasize joyful, practical aspects of using language
in a variety of forms.
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Semester: One
Credits: Three
Rationale: Teachers at all levels of
the education system
need to understand the processes of communica-
tion and the interactions among all participants
in relationship to literacy development. This
course therefore places emphasis on theoretical
perspectives and the practical aspect of the
process.
This course:
- provides an overview of the development of literacy
skills
- examines principles, practices and research related
to literacy instruction in the primary and secondary
schools
- examines theories and procedures involved in literacy
development
- encourages teachers to develop a creative philosophy
to teaching children
Readings:
1. Bear, Donald, Barone, Diane (1998) Developing Literacy:An
Integrated Approach to Assessment and Instruction. New
York:Houghton Mifflin.
2. May, Frank (1990) Reading as Communication: An Interactive
Approach. Columbus, OH: Merrill Pub.
3. Rasinski, Timothy, Padak, Nancy (2000) Effective
Reading Strategies:Teaching Children who find Reading
Difficult. Columbus,OH: Merrill Prentice Hall.
4. Soderman, Ana, Gregory, Kara, Oneill, Louise (1999)
Scaffolding Emergent Literacy: A Child-Centered Approach
for Preschool through Grade 5. Boston: Allyn and Bacon.
5. Vacca, JO Anne, Vacca, Richard, Grove, Mary (2000)
Reading and Learning to Read. New York: Longman.
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Semester: 2
No. of Credits: 3
Rationale: Participants in this course
need to understand the concerns of literacy
research and the impact on the local situation. They
also need to develop
the interest and skills that will allow them to participate
in literacy research.
This course, therefore, examines trends in literacy
research and put some
focus on methodologies in carrying out literacy research.
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Semester: 1
No. of Credits: 3
Rationale: Educators, especially classroom
teachers, need to
recognise assessment as an integral part of
instruction. They need to become familiar with a
range of assessment tools and the procedures
involved in different types of literacy assessment.
This course provides opportunity to:
- Identify a range of Assessment tools
- Select appropriate assessment tools
- Administer assessment tools
- Interpret the results of particular types of assessments
- Identify appropriate instructional procedure based
- on test results.
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Prerequisites: ED26E
Rationale: The writing strand is an integral component
of the literacy programme
in the primary school. This course will address the
needs of teachers, who must not only possess the strategies
for teaching writing but must also serve as models of
the literate writer for their students. This course
will, therefore, emphasize writing and the writing process
as a vital feature of the literacy development of children.
Objectives: Participants will be able
to:
1. present critical analyses of the nature of children's
writing.
2. develop strategies that aid writing development at
the primary level.
3. use a wide range of instructional strategies to enhance
the writing strand of literacy development.
4. plan lessons making use of a range of methods for
responding to and evaluating early writing.
5. produce at least five pieces of writing representing
different genres as a measure of their appreciation
for writing as a process.
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