Syllabus query

Academic Year/course: 2017/18

26684 - Treatment of Disorders of Reading and Writing

Syllabus Information

Academic Year:
26684 - Treatment of Disorders of Reading and Writing
Faculty / School:
107 - Facultad de Educación
202 - Facultad de Ciencias Humanas y de la Educación
301 - Facultad de Ciencias Sociales y Humanas
298 - Degree in Primary School Education
299 - Degree in Primary School Education
300 - Degree in Primary School Education
First semester
Subject Type:

1.1. Introduction

Primary Education schoolchildren should enjoy reading and learning from reading, and enjoy constructing different texts. However in order to accomplish this, we must detect and respond to their needs.

Apart from the foreseen themes, we shall also study the reading and writing tasks that different children do (those who find it hard to decode new words, or do conventional compositions, or need considerable time to complete tasks, or do not make inferences). Combining theoretical aspects and real cases will help us to understand the difficulties and/or disorders that may emerge in written language, and to consider suitable intervention to cover needs. This could help to change the expectations of children and of those around them.

2.1. Learning goals

  1. Know what reading and writing tasks imply, and the basic psychological processes involved
  2. Know how to relate difficulties with the psychological processes that underlie the performance of these tasks (PASS model and reader profiles)
  3. Be able to make a functional evaluation and know the characteristics that delimit difficulties and/or disorders in written language. Know the tests that evaluate reading and writing
  4. Be capable of considering significant objectives and coherent work sessions with children’s needs. Know and evaluate intervention programmes and booklets
  5. Understand the effect that repeated failure experiences may have on motivation and attributions

5.3. Syllabus

  1. The psychological bases of the teaching/learning process. Cognitive, metacognitive and motivational processes
  2. Our task as readers: cognitive processes and reading. When reading is done with difficulty
  3. Our task as writers: cognitive processes and writing. When writing is done with difficulty
  4. Functional evaluation of reading/writing task. A test that evaluates reading and writing. Overall difficulties, specific difficulties
  5. The PASS model and reading: different reader profiles, prevention and intervention programmes
  6. Paying attention to reading/writing difficulties. Considerations from an integrative perspective
  7. Written language in Special Education Centres