Use the Tab and Up, Down arrow keys to select menu items.
This course explores different theoretical perspectives on literacy and how they relate to contemporary practice and research. It examines the theoretical, historical and political aspects of curriculum development in the teaching of literacy. It includes an exploration of current teaching and learning practices and processes relevant to the area. An analysis and critique of the development and use of and approaches to text is integral to the course.
This course is primarily self-directed with study guides and readings. It is asynchronous, meaning that as long as you submit the assignments at the time required you can work through the materials at the pace that suits you. There are opportunities for online participation and engagement, but these are optional.
On successful completion of this course students will be able to:Critically analyse major theorists’ contributions to the understanding of the development of reading and writing from early childhood to adolescent. Critically analyse a range of relevant pedagogical practices for literacy in New Zealand using current research;Identify and discuss key assessment issues in NZ;Critically examine social and cultural issues relevant to literacy achievement and outcomes (e.g., gender, culture, ethnicity, SES and ESOL);Critically evaluate research in an aspect of reading that is relevant to your own teaching or interests.
Subject to approval of the Head of School
Students must attend one activity from each section.
Stuart, Morag , Stainthorp, Rhona;
Reading development & teaching
Sage Publications, 2016.
Recommended ReadingHempenstall, K., & Buckingham, J. (2016). Read about it: Scientific evidence for effective teaching of reading. Australia: Centre for Independent Studies.Pressley, M. & Allington, R.L. (2015). Reading instruction that works: The case for balanced literacy instruction (4th ed.). New York: Guilford Press.
Domestic fee $2,046.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see
School of Teacher Education