About this course: This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes
Created by: University of London, UCL Institute of Education, Dyslexia International
Taught by: Dr Jenny Thomson
Taught by: Dr Vincent Goetry
| Commitment | 4-6 hours/week |
| Language | English |
| How To Pass | Pass all graded assignments to complete the course. |
| User Ratings |
Syllabus
WEEK 1
An overview
Writing systems; models of reading acquisition (the ‘decoding’ and ‘direct’ paths); the importance of automatization; bilingualism
8 videos, 10 readings
- Reading: Start Here!
- Video: The promotional video
- Reading: Syllabus
- Reading: Grading
- Reading: Resources
- Reading: Glossary
- Reading: Downloads
- Reading: FAQs
- Reading: The Course Team
- Reading: Acknowledgements
- Reading: Module One
- Video: 1.1 Introduction by Jenny and Vincent
- Video: 1.2 Writing systems
- Video: 1.3 Models of reading – Part 1
- Video: 1.4 Models of reading - Part 2
- Video: 1.5 The importance of automatization
- Video: 1.6 Bilingualism – Part 1
- Video: 1.7 Bilingualism – Part 2
Graded: Module One
WEEK 2
Definitions and identification of dyslexia
Causes; identification; numerous activities include simple methods of observation (not formal diagnosis)
8 videos, 1 reading
- Reading: Module Two
- Video: 2.1 Definition and causes
- Video: 2.2 Identification – Pre-primary
- Video: 2.3 Identification – Primary
- Video: 2.4 Informal assessment - Part 1
- Video: 2.5 Informal assessment - Part 2
- Video: 2.6 Informal assessment - Part 3
- Video: 2.7 Identification – Later years 1
- Video: 2.8 Identification – Later years 2
Graded: Module Two
WEEK 3
'Co-morbidity', and psychological and social aspects
The ‘dys’-constellation (dyspraxia, dyscalculia etc); audition; vision; loss of self-esteem; long-term effects of school drop-out and antisocial behaviour – evidence from Canada; ‘positive’ aspects of dyslexia and unusual aptitudes; discussion around pros and cons of ‘labelling’ a child
10 videos, 2 readings
- Reading: Module Three
- Video: 3.1 Audition
- Video: 3.2 Vision
- Video: 3.3 Attention
- Video: 3.4 Math(s) (Dyscalculia)
- Video: 3.5 Dyspraxia
- Video: 3.6 Oral language impairment
- Video: 3.7 Psychological aspects – Part 1
- Video: 3.8 Psychological aspects – Part 2
- Video: 3.9 Positive aspects
- Video: 3.10 Pros and Cons of “labelling”
- Reading: Peer Reviews
Graded: Module Three
Graded: The child observation chart
WEEK 4
Practical teaching approaches Part 1
General principles of inclusion; structured, multisensory, phonics-based and metacognitive approaches; summaries of recent influential reports of best practice from France, the UK and USA; applying these approaches across the curriculum; learning styles; reading, spelling, comprehension and composition; visualization and mind-mapping
6 videos, 1 reading
- Reading: Module Four
- Video: 4.1 Inclusion
- Video: 4.2 Reports on reading
- Video: 4.3 General principles – Part 1
- Video: 4.4 General principles – Part 2
- Video: 4.5 Subject-specific – Science, History and Math(s)
- Video: 4.6 'Individualization'
Graded: Module Four
Graded: Irregular words
WEEK 5
Practical teaching approaches Part 2
Multisensory teaching in practice illusted; ctraomprehension, composition
14 videos, 1 reading
- Reading: Module Five
- Video: 5.1 Multisensory teaching practice – Auditory, visual and oral-kinaesthetic discovery
- Video: 5.2 Multisensory teaching practice – Manual–kinaesthetic discovery
- Video: 5.3 Multisensory teaching practice – Segmentation
- Video: 5.4 Multisensory teaching practice – The Alphabet
- Video: 5.5 Multisensory teaching practice – 'Blap'
- Video: 5.6 Multisensory teaching practice - Revision of reading cards
- Video: 5.7 Teaching phonological awareness and the alphabetic principle – Part 1
- Video: 5.8 Teaching phonological awareness and the alphabetic principle – Part 2
- Video: 5.9 Teaching phonological awareness and the alphabetic principle - Part 3
- Video: 5.10 Multisensory techniques for reading and spelling – Part 1
- Video: 5.11 Multisensory techniques for reading and spelling – Part 2
- Video: 5.12 Comprehension - Part 1
- Video: 5.13 Comprehension - Part 2
- Video: 5.14 Composition
Graded: Module Five
WEEK 6
Study skills, aids and accommodations
Attention, memory and organization; technological aids especially for reading and writing; examples of accommodations for formal assessments and examinations
8 videos, 1 reading
- Reading: Module Six
- Video: 6.1 Interview with SEN teacher
- Video: 6.2 Accommodations
- Video: 6.3 Technology aids - Reading 1
- Video: 6.4 Technology aids – Reading 2
- Video: 6.5 Technology aids – Writing 1
- Video: 6.6 Technology aids – Writing 2
- Video: 6.7 Technology aids – Memory
- Video: 6.8 Organization
Graded: End-of-course quiz
FAQs
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UCL Institute of Education
Dyslexia International
Ratings and Reviews
helpful but it doesn't give us the authority to determine which children are dyslexic and which are not.
Excellent syllabus
A thorough course that provides a comprehensive overview of the theory behind why some children struggle. The course provides clear guidelines and examples of best practice for providing intervention that will support struggling students to develop the necessary skills to be able to read. Highly recommended.
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PK
Very good course content. Covers almost all the areas in a very precise manner. Interesting and helpful.