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FFL05
Reading Development
During this module, participants will become familiar with reading development and the different types of reading strategies. Participants will obtain the necessary skills and competences to implement these reading strategies in their classroom. They will understand the theory behind reading development and can scaffold learning activities to improve reading instruction. The module will focus on the following key areas:
By the end of this module, the learner will be able to:
a) Conduct reading running records to establish students’ instructional reading levels;
b) Deliver guided reading sessions within a family literacy context and within a classroom setting;
c) Implement reading strategies within the classroom;
d) Assist parents/caregivers in implementing paired reading at home.
a) Demonstrate an understanding of key reading strategies most predominantly paired, read aloud, shared and guided reading;
b) Determine different reading strategies and how to implement them within the classroom;
c) Develop an understanding of the educator’s role within each reading strategy;
d) Detail a scaffolded programme pertaining to reading competences;
e) Explain the value of authentic texts/books and skill-based learning in the development of reading.
a) Identify areas of difficulty in reading and select appropriate intervention strategy;
b) Apply the principles of a balanced literacy and teaching model within his/her classroom and plan, develop and deliver a range of reading literacy lessons;
c) Identify and assess students’ instructional reading levels using reading running records and evaluate their difficulties;
d) Demonstrate an ability to plan and deliver read-aloud, shared and guided reading sessions selecting appropriate intervention strategies;
e) Support parents/caregivers to empower them to implement paired reading with their child at home.
This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.
This module will be assessed through: Research Assingment and Online Tasks/Reflections.
1) Bodman, S., & Franklin G. (2014). Which Book and Why, Institute of Education Press, University of London.
2) Flanigan K., Hayes L., Templeton, S., Bear D., Invernizzi M., Johnston F. (2011) ‘The Within Word Pattern Stage’, in Flanigan, Hayes, Templeton, Bear, Invernizzi, Johnston, ed. (2011) Words their way with Struggling Readers – Word study for Reading, Vocabulary, and Spelling Instruction, Grades 4-12. USA: Pearson, pp. 93-124.
3) Flanigan K., Hayes L., Templeton, S., Bear D., Invernizzi M., Johnston, F. (2011) ‘The Syllables and Affixes Stage’, in Flanigan, Hayes, Templeton, Bear, Invernizzi, Johnston, ed. (2011) Words their way with Struggling Readers – Word study for Reading, Vocabulary, and Spelling Instruction, Grades 4-12. USA: Pearson, pp. 125-159.
4) Fountas, I., Pinnel, G. (2009) Guided Reading: Good First Teaching for All Children. Heinemann, Portsmouth.
5) Rupley, W., Blair, T., Nichols, W. (2009) ‘Effective Reading Instruction for Struggling Readers The Role of Direct/Explicit Teaching, Reading & Writing Quarterly’. Overcoming Learning Difficulties [Online] 25, (2-3) pp. 125-138
6) Westwood, P. (2014) ‘General principles for teaching spelling’, in Teaching Spelling: Exploring commonsense strategies and best practices (Westwood, ed). UK: Routledge, pp. 20-24.
1) Johnson, P., Keier, K. (2010) ‘Beyond “Shout It Out”‘, in Johnson, Keier, P. K. ed. (2010) Catching Readers Before They Fall: Supporting Readers Who Struggle, K-4. USA: Stenhouse, pp. 51-69.
2) Duke N., Pearson P. (2009) ‘Effective Practices for developing Reading Comprehension ‘. Journal of Education [Online] 189, (1/2) pp. 75-9
3) McCormick, Calkin, L. (2001) The Art of Teaching Reading. USA: Addison-Wesley Education Publishers Inc.
4) Rasinski, T.V., Samuels, S. J. (2011) ‘Reading Fluency: What It Is and What It Is Not’, in Samuels, S.J., Farstrup, A. E. ed. (2011) What Research Has to Say About Reading Instruction (4th edition). USA: International Reading Association, pp. 94-114. Soltiya, J., Vousden, J. (2009) ‘Real books vs
reading schemes: a new perspective from instructional psychology’. Educational Psychology [Online] 29, (4) pp. 469-511
5) Sultana, J. (2008) Low-progress Readers Experiencing Phonological Processing Deficits: The Effects of an Intensive Literacy Intervention Programme. University of Malta.
6) Westwood, P. (2014) ‘Word study’, Teaching Spelling: Exploring commonsense strategies and best practices (Westwood, ed.) UK: Routledge, pp. 33-38.
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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