SPELLING LEARNING AND TEACHING
| Title | ΜΑΘΗΣΗ ΚΑΙ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΟΡΘΟΓΡΑΦΙΑΣ / SPELLING LEARNING AND TEACHING |
| Code | ΕΠΜ45 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Athanasios Aidinis |
| Common | Yes |
| Status | Active |
| Course ID | 600024230 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 7 | 4 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 7 | 4 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278591
|
Course Type 2021
Specialization / Direction
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600278591
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
On the succesfull completion of the course students will be able to:
Create their own teaching materials for the development of spelling.
Correlate spelling with written text comprehension and production.
Design research for the development and teaching of spelling.
Critically approach different cognitive models for the development ofspelling.
General Competences
- Apply knowledge in practice
- Make decisions
- Work autonomously
- Work in teams
- Generate new research ideas
- Advance free, creative and causative thinking
Course Content (Syllabus)
Spelling in the field of educational psychology is considered the result of a complex network of cognitive functions that govern the consolidation and application of knowledge of conventions and rules of writing in the context of a specific linguistic system. These rules concern different fields of language development and processing (phonological, morphological, semantic) and have been formed in relation to the historical development of each language. The aim of the course is the presentation and analysis of the cognitive processes and knowledge involved in the development of spelling ability, the analysis of the stages of its development, the critical approach of the various models for mastering spelling that are proposed both internationally and for the Greek language in particular and suggestions for teaching spelling through modern approaches and teaching practices.
Keywords
spelling, word writing, text production
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 48 | ||||
| Seminars | 5 | ||||
| Laboratory Work | 17 | ||||
| Reading Assigment | 40 | ||||
| Written assigments | 40 | ||||
| Total | 150 |
Student Assessment
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Μουζάκη, Α. & Πρωτόπαππας, Α. (2010)Ορθογραφία: Μάθηση και διαταραχές
Additional bibliography for study
Αϊδίνης, Α. (2012). Γραμματισμός στην πρώτη σχολική ηλικία: Μία ψυχογλωσσολογική πρόσεγγεση. Αθήνα: Gutenberg.
Τσεσμελή, Σ. & Μανωλίτσης, Γ. (2023). Μορφολογικές διαδικασίες στον γραπτό λόγο. Θεσσαλονίκη: Επίκεντρο.
Παπαδοπούλου-Μανταδάκη, Σ. (2004). Η μάθηση της ορθογραφίας. Αθήνα: Μεταίχμιο.
Γκότοβος, Α. (1992). Ορθογραφική μάθηση στο δημοτικό. Αθήνα: Gutenberg.
Καρατζάς, Α. (2005). Μάθηση της ορθογραφικής δεξιότητας. Γνωστικο-ψυχογλωσσική προσέγγιση. Αθήνα: Εκδόσεις Γρηγόρη.
Θα επιλέγονται άρθρα στη διάρκεια των μαθημάτων.
Last Update
28-03-2024
