Overview

This unit is designed to prepare pre-service teachers to teach early reading in early years education. It examines the key elements for early reading development which include oral language and concepts of print, phonological awareness and phonemic awareness, phonics, vocabulary, fluency and comprehension. In addition, effective teaching strategies and assessments for early reading will be explored through modelled and practised pedagogies. Pre-service teachers will gain critical insights into early reading development which will add to their pedagogical content knowledge. They will also develop a deep understanding of early reading development by drawing on relevant theoretical perspectives, contemporary pedagogical practices and evidenced based research that informs effective strategies for teaching, learning and assessments.

Requisites

Teaching Periods
Location
Start and end dates
Last self-enrolment date
Census date
Last withdraw without fail date
Results released date
Semester 1
Location
Hawthorn
Start and end dates
26-February-2024
26-May-2024
Last self-enrolment date
10-March-2024
Census date
31-March-2024
Last withdraw without fail date
12-April-2024
Results released date
02-July-2024
Teaching Period 2
Location
Online
Start and end dates
08-July-2024
06-October-2024
Last self-enrolment date
21-July-2024
Census date
02-August-2024
Last withdraw without fail date
23-August-2024
Results released date
29-October-2024

Learning outcomes

Students who successfully complete this unit will be able to:

  • Examine how the teaching of oral language and concepts of print, phonological awareness and phonemic awareness, phonics, vocabulary, fluency and comprehension can contribute to children’s early reading development
  • Critically evaluate a strategy for the teaching of early reading and an assessment in early reading
  • Conduct a miscue analysis on a running record (i.e. identifying graphophonic, grammatical or semantic miscues)
  • Develop and evaluate a learning experience/lesson plan that utilises a children’s book to support and extend children’s learning of phonics and reading vocabulary
  • Develop and evaluate a learning experience/lesson plan that utilises a children’s book to support and extend children’s fluency in reading and their reading comprehension

Teaching methods

Hawthorn

Type Hours per week Number of weeks Total (number of hours)
Live Online
Lecture
1.00 12 weeks 12
On-campus
Class
2.00 12 weeks 24
Specified Activities
Various
3.00 12 weeks 36
Unspecified Activities
Various
5.50 12 weeks 66
TOTAL138

Swinburne Online

Type Hours per week Number of weeks Total (number of hours)
Online
Directed Online Learning and Independent Learning
12.50 12 weeks 150
TOTAL150

Assessment

Type Task Weighting ULO's
Final FolioIndividual 60% 3,4,5 
ReportIndividual 40% 1,2 

Content

  • Key elements for reading development in the early years (e.g. oral language, phonological awareness and phonemic awareness, phonics, vocabulary, fluency and comprehension).
  • Children’s literature (e.g. early childhood literature and engaged play, and genres of children literature).
  • Home and community literacy practices (e.g. parental involvement, reading to and with babies and toddlers, adult modelling of reading behaviours, public libraries and community groups).
  • Language and literacy development for EAL/D learners.
  • Research on evidence-based teaching practices for early reading development.
  • Strategies for planning and teaching early reading.
  • Assessment strategies in early reading (e.g. informal discussions, read and retell, basic sight word tests and running records).
  • Links to the Early Years Learning Framework and the Australian Curriculum (or state equivalents).

Study resources

Reading materials

A list of reading materials and/or required textbooks will be available in the Unit Outline on Canvas.