This unit examines evidenced-based approaches to how the brain learns to read through systematic and explicit teaching of English language and literacy skills, including phonological awareness, phonics knowledge, fluency, vocabulary, comprehension and oral language, which underpin English reading comprehension in the Early Years of schooling. The unit also analyses the cyclical process of reflective planning, active teaching, assessing for learning and providing focused feedback.
Preservice teachers make informed judgements about the English language and literacy learning needs of students, including multilingual students who learn English as an additional language or dialect at school, and understand the importance of valuing the perspectives of diverse groups including EAL/D and First Nations students. Preservice teachers apply their knowledge of how children learn to read English texts and the implications for teaching in the Early Years and apply their understanding to develop and justify a plan to systematically and explicitly teach a component of English language comprehension or word reading (decoding) skill. Preservice teachers appraise children's literature (including multimodal texts) for teaching language comprehension skills in the classroom, and to recommend for home reading and viewing.
PRESCRIBED TEXT- TEACHING READING: A PLAYBOOK FOR DEVELOPING SKILLED READERS THROUGH WORD RECOGNITION AND LANGUAGE COMPREHENSION
PRESCRIBED TEXT- BECOMING A TEACHER OF READING
PRESCRIBED TEXT-READING SUCCESS IN THE EARLY PRIMARY YEARS
