EDF5783 Using systems of support in literacy instruction and intervention
Faculty of Education
EDF5783 Using systems of support in literacy instruction and intervention is a level 5, 6-credit-point, postgraduate unit from the Faculty of Education, offered in 2027 in Semester 2 at Clayton. It needs EDF5610 and EDF5611.
- Credit points
- 6
- Offered in 2027
- Semester 2
- Clayton
- Assessment
- No exam
- 2 tasks
- Workload
- 144 hours
- per semester
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Requisites
Before EDF5783
Prerequisites
Pass these before you enrol.
After EDF5783
No unit lists EDF5783 as a prerequisite in the 2027 handbook.
Overview
This unit builds on your knowledge of systems of support for students with additional needs, by exploring the application of this approach to literacy instruction, intervention and assessment with a specific focus on reading. The unit explores the components of reading instruction and effective pedagogies as well as good practice for collecting data. The unit will focus on evidence-based practices, for teaching and assessing reading, for learners with disabilities. In the unit you will learn to collect and analyse data on literacy progress in order to identify students in need of more intensive intervention, and to evaluate the progress of students who have received intervention. You will also learn key skills for collaborating with students, families, educators and clinicians to support effective educational planning for students with disabilities.
Offerings in 2027
| Teaching period | Campus | Mode |
|---|---|---|
| Second semester | Clayton | Flx blk |
Assessment
- Annotated bibliography of a literacy strategy (2000 words or equivalent)Written50%
- Student case study (2000 words or equivalent)Written50%
Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.
Learning outcomes
When you finish this unit, you should be able to:
- 1
demonstrate knowledge of effective reading instruction and assessment
- 2
synthesise and evaluate research on reading interventions
- 3
utilise knowledge regarding literacy support to interpret student reading assessment data
- 4
examine how students can be supported through school wide literacy intervention plans.
Workload and teaching
- Tutorials24 hours
- Teaching approachActive learning
The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study.
Usually, you can expect to engage with:
• 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study
OR
• 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^
^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode
Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.
You will be provided with the opportunity to engage with relevant literature and resources. Further, you will be encouraged to deepen your understanding of topic areas through collegial discussion and debate, and by participating in activities designed to extend your understanding.
Learning resources
Recommended resources
Please visit the unit Moodle site for further information.
Contacts
- Unit Coordinators
- Associate Professor Janet Scull
- Chief Examiners
- Associate Professor Janet Scull
Common questions
When is EDF5783 offered?
In 2027, EDF5783 runs in Semester 2 at Clayton.
How much work is EDF5783?
The handbook expects about 144 hours of study across the semester. No students have rated its difficulty yet.
Does EDF5783 have an exam?
No. EDF5783 has 2 assessment tasks and no exam.