Acerca de este curso: 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
Creada por: University of London, UCL Institute of Education, Dyslexia International
Enseñado por: Dr Jenny Thomson
Enseñado por: Dr Vincent Goetry
| Compromiso | 4-6 hours/week |
| Idioma | English |
| Cómo aprobar | Aprueba todas las tareas calificadas para completar el curso. |
| Calificaciones del usuario |
Programa
SEMANA 1
An overview
Writing systems; models of reading acquisition (the ‘decoding’ and ‘direct’ paths); the importance of automatization; bilingualism
8 videos, 11 lecturas
- 阅读: Start Here!
- 阅读: Syllabus
- 阅读: Grading
- 阅读: Resources
- 阅读: Glossary
- 阅读: Downloads
- 阅读: FAQs
- 阅读: The Course Team
- 阅读: Acknowledgements
- 阅读: Module One
- 阅读: Module One | Resources
- Vídeo: 1.1 Introduction by Jenny and Vincent
- Vídeo: 1.2 Writing systems
- Vídeo: 1.3 Models of reading – Part 1
- Vídeo: 1.4 Models of reading - Part 2
- Vídeo: 1.5 The importance of automatization
- Vídeo: 1.6 Bilingualism – Part 1
- Vídeo: 1.7 Bilingualism – Part 2
Calificado: Module One
SEMANA 2
Definitions and identification of dyslexia
Causes; identification; numerous activities include simple methods of observation (not formal diagnosis)
8 videos, 2 lecturas
- 阅读: Module Two
- 阅读: Module Two | Resources
- Vídeo: 2.2 Identification – Pre-primary
- Vídeo: 2.3 Identification – Primary
- Vídeo: 2.4 Informal assessment - Part 1
- Vídeo: 2.5 Informal assessment - Part 2
- Vídeo: 2.6 Informal assessment - Part 3
- Vídeo: 2.7 Identification – Later years 1
- Vídeo: 2.8 Identification – Later years 2
Calificado: Module Two
SEMANA 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, 4 lecturas
- 阅读: Module Three
- 阅读: Module Three | Resources and Assessment Information
- Vídeo: 3.2 Vision
- Vídeo: 3.3 Attention
- Vídeo: 3.4 Math(s) (Dyscalculia)
- Vídeo: 3.5 Dyspraxia
- Vídeo: 3.6 Oral language impairment
- Vídeo: 3.7 Psychological aspects – Part 1
- Vídeo: 3.8 Psychological aspects – Part 2
- Vídeo: 3.9 Positive aspects
- Vídeo: 3.10 Pros and Cons of “labelling”
- 阅读: Peer Reviews
- 阅读: More tips on uploading your assignment
Calificado: Module Three
Calificado: The child observation chart
SEMANA 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, 2 lecturas
- 阅读: Module Four
- 阅读: Module Four | Resources and Assessment Information
- Vídeo: 4.2 Reports on reading
- Vídeo: 4.3 General principles – Part 1
- Vídeo: 4.4 General principles – Part 2
- Vídeo: 4.5 Subject-specific – Science, History and Math(s)
- Vídeo: 4.6 'Individualization'
Calificado: Module Four
Calificado: Irregular words
SEMANA 5
Practical teaching approaches Part 2
Multisensory teaching in practice illustrated; comprehension, composition
14 videos, 2 lecturas
- 阅读: Module Five
- 阅读: Module Five | Resources
- Vídeo: 5.2 Multisensory teaching practice – Manual–kinaesthetic discovery
- Vídeo: 5.3 Multisensory teaching practice – Segmentation
- Vídeo: 5.4 Multisensory teaching practice – The Alphabet
- Vídeo: 5.5 Multisensory teaching practice – 'Blap'
- Vídeo: 5.6 Multisensory teaching practice - Revision of reading cards
- Vídeo: 5.7 Teaching phonological awareness and the alphabetic principle – Part 1
- Vídeo: 5.8 Teaching phonological awareness and the alphabetic principle – Part 2
- Vídeo: 5.9 Teaching phonological awareness and the alphabetic principle - Part 3
- Vídeo: 5.10 Multisensory techniques for reading and spelling – Part 1
- Vídeo: 5.11 Multisensory techniques for reading and spelling – Part 2
- Vídeo: 5.12 Comprehension - Part 1
- Vídeo: 5.13 Comprehension - Part 2
- Vídeo: 5.14 Composition
Calificado: Module Five
SEMANA 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, 2 lecturas
- 阅读: Module Six
- 阅读: Module Six | Resources
- Vídeo: 6.2 Accommodations
- Vídeo: 6.3 Technology aids - Reading 1
- Vídeo: 6.4 Technology aids – Reading 2
- Vídeo: 6.5 Technology aids – Writing 1
- Vídeo: 6.6 Technology aids – Writing 2
- Vídeo: 6.7 Technology aids – Memory
- Vídeo: 6.8 Organization
Calificado: End-of-course quiz
Preguntas Frecuentes
Cómo funciona
课程作业
每门课程都像是一本互动的教科书，具有预先录制的视频、测验和项目。
来自同学的帮助
与其他成千上万的学生相联系，对想法进行辩论，讨论课程材料，并寻求帮助来掌握概念。
证书
获得正式认证的作业，并与朋友、同事和雇主分享您的成功。
Creadores
University of London
The University of London is a federal University which includes 18 world leading Colleges. Our distance learning programmes were founded in 1858 and have enriched the lives of thousands of students, delivering high quality University of London degrees wherever our students are across the globe. Our alumni include 7 Nobel Prize winners. Today, we are a global leader in distance and flexible study, offering degree programmes to over 50,000 students in over 180 countries. To find out more about studying for one of our degrees where you are, visit www.london.ac.uk
UCL Institute of Education
The UCL Institute of Education (IOE) is the world's leading centre for education and social science research, teaching, and engagement. Founded in 1902, the Institute currently has more than 8,000 students and 800 staff. In December 2014 it became a single-faculty school of UCL, called the UCL Institute of Education (IOE).
Ranked number one for education worldwide in the 2014, 2015, 2016 and 2017 QS World University Rankings, the IOE was awarded the 2015 Queen’s Anniversary Prize. In 2014, the Institute secured ‘outstanding’ grades from Ofsted on every criterion for its initial teacher training, across primary, secondary and further education programmes
Dyslexia International
Dyslexia International is a not-for-profit organization. They provide teacher-training programmes that embody latest scientific research to ensure that literacy is taught as effectively as possible in classrooms around the world.
Calificaciones y revisiones
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