James Cook University Subject Handbook - 2024

ED2094 - Approaches to Oral Language and Reading Development in the Early Years

Subject Description

This subject aims to provide Early Childhood pre-service teachers with an understanding of how oral language supports reading development in young children. Pre-service teachers explore theories and approaches to supporting early language and reading development and consider the implications for practice. Pre-service teachers examine the shape of the Australian Curriculum: English and the Early Years Framework for how they frame a variety of literate practices and children's communication in sites of early learning. Pre-service teachers also engage in a range of assessment practices to diagnose, assess, monitor, provide feedback and plan for children's reading events. Topics covered in this subject include components of spoken language, development of the emergent and beginning reader, the role of adult-child interaction in children's language learning, concepts about print and books, knowledge of the alphabet, phonemic and phonological awareness. Pre-service teachers plan sequenced learning experiences with the ultimate goal being that children from diverse backgrounds will become effective readers and communicators. This subject includes an embedded 10-day Professional Experience placement to enable observation, reflection and practical implementation of the learning(s) in this subject.

Learning Outcomes

• 3. select, use and reflect on a repertoire of teaching strategies that support linguistically and culturally diverse groups of children to develop oral language and reading acquisition
• 6. identify strategies for seeking and applying constructive feedback from supervisors and teachers to improve the teaching of reading
• 1. locate and use the concepts and structures underpinning the Early Years Learning Framework, Queensland Kindergarten Learning Guideline and F-10 Australian Curriculum: English, particularly those aspects that relate to communication, language and reading acquisition
• 2. apply curriculum, assessment and reporting knowledge to design learning sequences and lesson plans that support diverse groups of children's communication, language and reading acquisition
• 4. set learning goals that provide achievable challenges for students of varying cultural backgrounds, abilities and characteristics
• 5. identify appropriate assessment strategies, including formal and informal, diagnostic and formative approaches that provide students with timely and constructive feedback about their learning

Subject Assessment

• Written > Test/Quiz 1 - (20%) - Individual
• Written > Lesson plan 1 - (60%) - Individual
• Written > Media article - (20%) - Individual

Note that minor variations might occur due to the continuous subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.

Special Assessment Requirements

Complete consecutive 10 day Placement, submit Satisfactory grading - Minimum Developing Adequately in all descriptors on the Professional Experience Report is required to pass the subject. Attendance at Professional Experience Workshops meets placement requirement procedures of the Work Integrated Learning Program. If repeating the subject, the reattempt at all subject assessments including the Placement is a requirement.

Inadmissible Subject Combinations:  ED2001 ED2092

Availabilities