The overall aim of the course is that students develop in-depth knowledge of research on literacy development from early school years until late school years based on different theoretical perspectives, and of how this knowledge can be understood in a didactic perspective.
After completing the course, postgraduate students should be able to:
• show knowledge of research about connections between spoken and written language development,
• show in-depth knowledge, from different theoretical perspectives, of skills and competencies that are developed during early literacy learning as well as later literacy development,
• show familiarity with research-based theories on how reading instruction can be designed to support students’ literacy learning and development in early and later school years,
• critically review, evaluate and problematize theoretical approaches to literacy development and literacy instruction,
• discuss and problematize the assessment of students’ reading ability from different theoretical perspectives.
Forms of Study
- Eligible students are those who fulfil the general requirements for postgraduate studies in Educational Work or equivalent