Teaching plan for the course unit (Short version)
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General information

 

Course unit name: Reading and Writing Strategies: Learning, Teaching and Intervention

Course unit code: 572512

Academic year: 2023-2024

Coordinator: Núria Castells Gómez

Department: Department of Cognition, Development and Educational Psychology

Credits: 3

Single program: S

Estimated learning time

Total number of hours 75

 

Face-to-face and/or online activities

30

-  Lecture with practical component

Face-to-face

30

Supervised project

20

Independent learning

25

Learning objectives

Referring to knowledge Acquire a conceptual understanding of the functions and characteristics of reading and writing as instruments for representing, communicating, thinking and learning. Acquire knowledge of the characteristics and conditions of the educational contexts in which the processes of reading and writing acquisition take place, as well as of the characteristics of these processes themselves.  Acquire basic strategies for undertaking tasks of psychoeducational assessment aimed at improving teaching and learning processes of the written language. Become familiar with the conceptual models and research strategies of recognized interest in the field of reading comprehension and written composition. Develop research skills and be able to communicate academic and professional information in various formats and supports.  Develop good teamwork strategies and attitudes of intellectual rigour and mutual respect and cooperation in the professional world of work. Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Nature, characteristics and levels of acquisition of the written language: from initial acquisition to mastery (I)

*  Reading: explanatory models of reading competence. Initial acquisition: the novice reader and writer. Intrapersonal and contextual variables associated with reading. Reading strategies, reading comprehension and learning. Difficulties students encounter. Texts and hypertexts: digital reading

2. Nature, characteristics and levels of acquisition of the written language: from initial acquisition to mastery (II)

*  Explanatory models of writing competence. Intrapersonal and contextual variables associated with writing. Writing processes (basic strategies). The epistemic function of writing. Writing in online networks

3. Hybrid tasks of reading, writing and learning: nature and processes involved

*  Analysis of hybrid tasks: answering questions. Summarising written texts. Writing syntheses of multiple source texts. Academic literacy: academic texts

4. Psychoeducational assessment and intervention in the teaching of reading comprehension and written composition

*  A proposal for priority considerations in early childhood, primary and secondary education. From individual needs to the intervention programme. The institutional factor in assessing reading and writing

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio_2020.pdf). Continuous assessment takes into account the following: Student contributions to general class dynamics and completion of activities and tasks proposed (i.e. those undertaken both prior to and during the on-campus sessions). These tasks are set at various points throughout the course. Weighting: 25% of the overall grade. Academic essay (individual task) (2-3 pages in length) on one of the themes covered on the course. The subject chosen has to be communicated in advance to the teacher. Weighting: 40% of the overall grade. Supervised group assignment. Argued discussion of the resolution of a practical case related to the promotion of reading and/or writing in schooling. The grade includes that awarded for the oral presentation. The oral presentation of the group assignment takes place on the last day of class. In the last two sessions before the presentation, time will be set aside so that groups can prepare this task. Students must submit a draft of the essay and a bibliography for review by the tutor approx. three weeks before the end of the course. The final assignment must be submitted by the last day permitted for that purpose. Weighting: 40% of the overall grade. Attendance at all on-campus classes is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Likewise, failure to comply with course requisites (readings, task preparation, participation) means students cannot adhere to this mode of assessment. The assessment criteria for the different activities proposed include: The extent to which students’ answers adhere to the criteria and content as established in the theoretical framework of the subject. The extent to which students’ answers adhere to thee postulates presented and the degree of clarity and relevance of their answers. Consideration of formal aspects of academic discourse (APA citation norms, etc.). The degree of dynamism, originality, clarity and relevance of the oral presentation. Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee for the repeat assessment of the subject. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course. Single assessment comprises a written exam in which students have to answer questions covering all the course content. The exam is marked on a scale from 0 to 10 and to pass the subject students must obtain a minimum of 5 points. Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Repeat assessment comprises an on-campus, written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The exam is marked on a scale from 0 to 10 and to pass the subject students must obtain a minimum of 5 points. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

Check availability in Cercabib

Book

Bazerman, Ch. (Ed.) (2008). Handbook of Research on Writing. LEA.

Bereiter, C., & Scardamalia, M.  (1987). The Psychology of Written Composition. Erlbaum.

Camps, A. (2011). Didàctica de la Llengua i la Literatura. Graó.

Cassany, D. (2006). Tras las líneas. Ed. Anagrama.

Flower, L., Stein, V., Ackerman, J., Kantz, M.J., Mccormick, K., & Peck, W.C. (1990). Reading-to-write. Exploring a cognitive and social process. Oxford University Press.

Israel, S.E., & Duffy, G.G.  (Eds.) (2009) Handbook of Research on Reading Comprehension. Routledge.

Olson, D. (1998). El mundo sobre el papel. Gedisa.

Olson, D., & Torrance, N. (Eds.) (2009). The Cambridge Handbook of Literacy. Cambridge University Press.

Pearson, P. D., Kamil, M. L., Mosenthal, P. B., & Barr, R. (Eds.). (2016). Handbook of reading research. Routledge.

Sánchez, E. (Coord.) (2010). La lectura en el aula. Graó.

Solé, I. (1992). Estrategias de lectura. ICE/Graó.

Spivey, N.N. (1997). The Constructivist Metaphor. Academic Press.

Solé, I. (Coord.) (2019). Leer, comprender y aprender. Propuestas para favorecer el aprendizaje a partir de textos. Horsori.

Vygotsky, L.S. (1979). El origen de los procesos psicológicos superiores. Crítica.

Zayas, F. (2012). 10 ideas clave. La competencia lectora según PISA. GRAÓ.

Moje, E. B., Afflerbach, P. P., Enciso, P., & Lesaux, N. K. (2020). Handbook of Reading Research, Volume V. Routledge.

Chapter

Miras, M. y Solé, I. (2007). La elaboración del conocimiento científico y académico. En M. Castelló (Coord.), Escribir y comunicarse en contextos científicos y académicos. Conocimientos y estrategias. Graó.

Graham, S., Bañales, G., Ahumada, S., Muñoz, P., Alvarez, P., & Harris, K. R. (2020). Writing strategies interventions. En D.L., Dinsmore, L.K. Fryer, & M.M. Parkinson (Eds.) Handbook of Strategies and Strategic Processing (pp.141-159). Routledge.

Article

Miras, M. (2000).  La escritura reflexiva. Aprender a escribir y aprender acerca de lo que se escribe. Infancia y Aprendizaje, 89, 65-80.

Web page

Centro de Recursos Virtual Leer.es http://docentes.leer.es/category/articulos/

Electronic text

Generalitat de Catalunya. Curriculum d’Educació Primària http://educacio.gencat.cat/ca/inici

Generalitat de Catalunya. Curriculum d’Educació Secundària http://educacio.gencat.cat/ca/inici