Typical and Atypical Literacy Development

Overview

This module will examine current and historical perspectives of typical and atypical literacy development. The development of reading ability from early language perception to proficient text processing will be examined. We will discuss approaches to the acquisition of literacy, and the theoretical underpinnings of developmental dyslexia and specific language impairment (SLI).
This module will be of interest to a wide range of psychology students, but will be of particular relevance to those intending to pursue a career related to education or to postgraduate research and study.

Learning Objectives

On completion of this module students should be able to:
- Demonstrate a high level of understanding of key theories and models in typical and atypical literacy development
- Compare and contrast approaches to diagnosis and intervention for children with atypical language or literacy
- Evaluate relevant methodology and generate a strategy for implementation in an educational context

Skills

Students will be encouraged to think critically about relevant research and to apply and integrate ideas from cognitive, developmental and neuropsychological domains. The ability to apply psychological knowledge to educational contexts, the selection of assessments and interventions, and discursive skills will be developed through class discussion and demonstrations. The assignments will provide opportunity to construct cogent arguments based on knowledge and evaluation of empirical evidence. Written and oral assignments will enable students to develop a range of communication skills to support their development as psychologically literate citizens.

Assessment

None