Psycholinguistic approaches to literacy acquisition
| Title | Ψυχογλωσσολογικές προσεγγίσεις για την κατάκτηση του γραμματισμού / Psycholinguistic approaches to literacy acquisition |
| Code | ΔΠΔΜ101 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Athanasios Aidinis |
| Common | No |
| Status | Active |
| Course ID | 600015064 |
Programme of Study: PMS Epistīmes tīs Agōgīs: Didaktikés Praktikés kai Diadikasíes Máthīsīs (2018-sīmera)
Registered students: 5
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Glōssikós Grammatismós kai Logotechnikī Ekpaídeusī | Compulsory Course | 1 | 1 | 10 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600134753
|
Course Type 2016-2020
- Background
- General Knowledge
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600134753
- At the Website of the School:
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Students are expected to:
• have understood the basic arguments developed in the literature with regard to functional literacy
• to be able to move beyond the diversity and variety of the perspectives proposed and identify points of convergence and divergence
• to be able to use several tasks in order to research the processes of reading and composing texts.
• Have understood the important processes which are involved in text comprehension and production.
Have understood how various language teaching approaches specify literacy learning
to be able to recognize the difference in teaching that are proposed under this general pedagogical approach.
General Competences
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Generate new research ideas
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course explores the notions of ‘functional’ and ‘critical literacy’ as discussed through various research strands developed in Greek and international literature. In the first part of the course are presented theories for literacy development from the field of psycholinguistics for the study of language processing. Both the higher and lower order processes which are involved in text comprehension and production are analyzed. Of special interest are the processes involved in deep understanding and effective production of texts (e.g. inferences, information finding and combining, knowledge of the audience for text production, motivation, prior knowledge etc.). Though the study of these processes it is emphasized the need these to be investigated not independently from the context in which they take place but in relation to the social practices that may reinforce some of them. Through this practice it is attempted the relation of the skills that are considered important for literacy development and the sociolinguistic practices in which the context and power have a significant role.
Keywords
functional literacy, Psycholinguistics, text comprehension, text composition.
Educational Material Types
- Notes
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | 2.6 | ✓ | ||
| Seminars | 30 | 1 | ✓ | ||
| Reading Assigment | 72 | 2.4 | ✓ | ✓ | |
| Tutorial | 60 | 2 | ✓ | ||
| Written assigments | 60 | 2 | ✓ | ||
| Total | 300 | 10 |
Student Assessment
Description
Evaluation will be based on two written assignments of 1500 and 3000 words respectively and oral presentations. The first coursework will be handed in the middle of the course and will be based on a critical analysis of research study. The second coursework will be handed in at the end of the course and will be based on the review and critical analysis of the literature on a specific area which is related to the course content.
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
First part of the course
R. Beard, D. Myhill, J. Riley & M Nystrand (eds.) (2009), The SAGE Handbook of writing development. Los Angeles: SAGE.
In S. Neuman & D. Dickinson (eds)(2003) Handbook of early literacy research. New York: The Guilford Press.
J. Oakhill & R. Beard (eds.) (1999), Reading development and teaching of reading. Oxford: Blackwell.
C. MacArthur, S. Graham & J. Fitzgerald (eds) (2006), Handbook of writing research. New York: The Guildford Press.
M. Snowling & C. Hulme (eds) (2005), The science of reading: A Handbook. Oxford: Blackwell.
T. Nunes & P. Bryant (eds.) (2004), Handbook of children’s literacy. Dordrecht: Kluwer.
M., Joshi and K. Aaron (Eds.) (2006), Handbook of orthography and Literacy. Mahwah, NJ: LEA.
C.M. Levy & S. Randsdell (eds.) (1996), The science of writing. Theories, methods, individual differences, and applications. Mahwah, NJ: LEA.
S. Paris & S. Stahl (eds.) (2005), Children’s reading comprehension and assessment. Mahwah, NJ: Erlbaum.
Hannon, P. (2000). Reflecting on literacy in education. London: RoutledgeFalmer.
Cowen, J.E. (2003). A balanced approach to beginning reading instruction. Newark: International Reading Association. L. Gambrell, L. Mandel Morrow, S. Neuman & M. Pressley (eds.) (1999), Best practices in literacy instruction. New York: The Guilford Press. Hannon, P. (2000). Reflecting on literacy in education. London: RoutledgeFalmer. McLaughlin, M. (2003). Guided comprehension in the primary grades. Newark, Delaware: International Reading Association. Nunes, T. & Bryant, P. (2006). Improving literacy by teaching phonemes. London: Routledge. Nunes, T., & Bryant, P. (2009). Children’s reading and spelling. Beyond the first steps. Singapore: Wiley-Blackwell. Pressley, M. (2002). Reading instruction that works. The case for balanced teaching. New York : The Guilford Press. N. Bascia, A. Cumming, A. Datnow, K. Leithwood & D. Livingstone (Eds.) (2005) International Handbook of Educational Policy, (pp. 645-660). London : Springer. R. Beard, D. Myhill, J. Riley & M Nystrand (eds.) (2009), The SAGE Handbook of writing development. Los Angeles: SAGE. In S. Neuman & D. Dickinson (eds)(2003) Handbook of early literacy research. New York: The Guilford Press. J. Oakhill & R. Beard (eds.) (1999), Reading development and teaching of reading. Oxford: Blackwell. Hannon, P. (2000). Reflecting on literacy in education. London: RoutledgeFalmer.
Last Update
23-09-2019
