1 x 3-hour workshop weekly
1 Admission into MTSE-Master of Teaching (Special Education)
1a Admission into BSE-Bachelor of Special Education
1b Admission into GCESE-Graduate Certificate in Education (Special Education)
1c Admission into GCEWS-Graduate Certificate in Education
1d Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1e Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1f Admission into MEDLM-Master of Education (Leadership and Management)
1g Admission into MEDSE-Master of Education (Special Education)
1h Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1i Admission into MEDWS-Master of Education
1j Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1k Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1l Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1m Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1n Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1o Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1p Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1q Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1r Admission into MEDWSP-Master of Education [1.5 years]
1s Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1t Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1u Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1v Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2 Admission into MED-Master of Education
2a Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2b Admission into GCE-Graduate Certificate in Education
2c Admission into MISE-Master of Inclusive and Specialised Education
2d Admission into MLE-Master of Leadership in Education
3 108 units of study
4 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
4a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
4b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
4c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
4d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
4e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v)) or ((2 or 2a or 2b or 2c or 2d)) or (3 and (4 or 4a or 4b or 4c or 4d or 4e)))
Enrolment not permitted
EDSP9025 has been successfully completed
Topic description

In this topic students will examine the causes of learning difficulties in reading, writing and spelling. Students will develop skills in administration and interpretation of literacy assessments, in planning a teaching program, and selecting appropriate resources. Consideration will be given to a range of instructional strategies that may support development of students' literacy knowledge, skills and understandings.

Educational aims

Through engaging in this topic participants will:

  • Be aware of current literacy research that informs curriculum development
  • Develop skills to carry out diagnostic assessments to determine literacy teaching and learning goals
  • Develop knowledge and skills to implement literacy intervention programs for students with learning difficulties
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Demonstrate understanding of key skills and knowledge needed for development of literacy
  2. Identify factors which may inhibit literacy development
  3. Demonstrate understanding of a range of effective, empirically-valid instructional strategies
  4. Identify appropriate technologies that support instructional planning and individualised instruction
  5. Administer a range of curriculum-based assessments to monitor students' progress and to identify supports and adaptations required for individuals with diverse learning needs to access the curriculum
  6. Plan an intervention program to meet the literacy learning needs of students with learning difficulties

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.