This course examines the teaching event in terms of patterns and processes of communication and cognition; and of the network of interactions among all participants in the event. Attention is given to issues addressed in alternative models of the learner with special focus on models the learner uses in processing for meaning, the dimensions of strategic processing, and the analysis of l
The objective of this course is to introduce participants to the nature of the information encoded in text and to the extent of the reader’s responsibility in processing text.
This course provides a background of linguistic insights into the acquisition of literacy by introducing participants to the:
- features of language and the differences between abstract descriptions of language and language in use,
- relevance of descriptions to oral and written language,
- patterns of language which characterize written language, patterns in language acquisition and development, conditions and processes of acquisitions and development.
This course gives a historical perspective in practices in assessing literacy behaviour, examines technical, statistical, and curriculum devise characteristics of assessment applied to literacy devices and issues in assessing literacy behaviour. Identifies current and local needs and alternatives and issues.
The course allows teachers to develop their skills as well as strategies that facilitate the development of children’s writing.
Participants will be able to:
- Develop strategies that aid children’s writing development
- Use a wide range of instructional strategies to enhance the writing range of literacy development.
- Plan lessons making use of a range of methods for responding to and evaluating writing
- Produce pieces of writing representing different genres as a measure of their appreciation for writing as a process.
