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Reading the World

Module titleReading the World
Module codeEFPM321
Academic year2022/3
Module staff

Dr Anthony Wilson (Convenor)

Professor Debra Myhill (Convenor)

Duration: Term123
Duration: Weeks



Number students taking module (anticipated)


Description - summary of the module content

Module description

Reading is the core mechanism by which new knowledge and new understanding is acquired, and being able to read with confidence is an imperative for educational success. At the same time, the reading we do beyond compulsory reading helps us to understand ourselves and our world.  This module addresses the learning and teaching of reading, with a dual emphasis on reading for pleasure and reading in the curriculum. A significant element of the module includes the reading and study of books written for children, from the Early Years through to teen fiction. This module is aimed principally at participants with a BA/BEd/PGCE in Primary Education, a PGCE in Secondary English, or a PGCE in any secondary subject with high literacy demands. You will also normally need to be currently in a teaching post, or have access to an appropriate classroom setting for the school-based elements of the module.

Module aims - intentions of the module

The principal aim of this module is to enable you to develop a stronger theoretical understanding of reading and the teaching of reading. This will have a direct impact on your own pedagogical practices and a direct impact on your students’ outcomes in reading assessment and in using reading to access the curriculum. The module also aims to broaden and extend your familiarity with a wide range of literature for children.

 Specifically, the module aims to:

develop your understanding of theoretical models of the reading process;

clarify the respective roles of phonics and comprehension in becoming an effective reader;

support your ability to make connections between research in reading and your own classroom practice;

develop your subject knowledge of literature written for children and young people;

enable you to understand readers’ perspectives on reading;

support your ability to manage effective classroom practice in reading.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. demonstrate systematic understanding of theoretical models of the reading process;
  • 2. identify students’ learning needs in reading and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work which involve reading;
  • 3. evaluate critically and analyse a wide range of books written for children and young people;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 4. critically evaluate the relevance of reading research to classroom practice;
  • 5. synthesise relevant reading research literature in support of an argument;
  • 6. use appropriate technologies for data handling and writing in education;
  • 7. present data and findings in a form appropriate for educational contexts;

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 8. manage your own learning development;
  • 9. learn effectively and be aware of your own learning strategies;
  • 10. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
  • 11. think creatively about the main features of a given problem and develop strategies for its resolution.

Syllabus plan

Syllabus plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

Introduction: an overview of research in reading; learning to read; the role of phonics in decoding text; the role of comprehension in reading; international reading standards.

Children’s Literature:  the place of picture books in reading development; the history of literature written for children; classic children’s literature; fiction for the primary school; teen fiction; non-fiction texts; contemporary authors; reading for pleasure.

Developing Comprehension: taxonomies of comprehension skills; comprehension strategies; self-regulation; analysing students’ comprehension levels; developing comprehension skills.

Reluctant Readers: reading and motivation; understanding readers’ perspectives; gender differences in attitudes to reading; supporting reluctant readers.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning & Teaching activities 268 seminars of 3 hours each (4 Study Days): Face-to-face or online webinar, plus 2 one hour webinars
Scheduled Learning & Teaching activities7Workshop: Reader Exchanges (conducted online), One per week.
Guided independent study32Fieldwork: observing children’s responses to teenage literature, and observing comprehension skills revealed in lessons
Guided independent study60Independent Study: reading children’s literature and collation of critical evaluation of texts read
Guided independent study10Preparation of a research proposal for the research assignment.
Guided independent study40Data collection and analysis for research assignment
Guided independent study40Preparation of a Powerpoint presentation with audio recorded commentary offering a critical evaluation of children’s literature
Guided independent study85Completion of written assignment for summative assessment. Task includes further reading in relation to focus of the project, synthesis of material and drafting/redrafting the final piece of work.


Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Development of an assessment tool to capture reading comprehension skills500 words6, 7, 9, 11Written feedback
Draft design of research intervention1000 words6, 7, 11Written feedback

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Individual Oral presentation (Powerpoint with audio)4015 minutes3, 4, 5, 7, 8, 10Written feedback
Research report605,000 words1, 2, 4, 5, 6, 10, 11Written feedback


Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Individual Oral presentation (Powerpoint with audio)Individual Oral presentation (15 minutes)3, 4, 5, 7, 8, 106 weeks
Written assignmentWritten assignment (5000 words)1, 2, 4, 5, 6, 10, 116 weeks


Indicative learning resources - Basic reading

Appleyard, J.A. (1991) Becoming a Reader. Cambridge: Cambridge University Press

Clark, C (2013) Children's and Young People's Reading in 2012: Findings from the 2012 Annual Literacy Survey London: National Literacy Trust

Fox, G. (1995) Celebrating Children’s Literature. London: Hodder and Stoughton

Gough, P.B.  and Tunmer, W.E. (1986) Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

Harrison, C. (2004) Understanding Reading Development. London: Sage

International Reading Association (2007) Reading Well: A Synthesis of the International Reading Association's Research on Teacher Preparation for Reading Instruction. Newark, DE: Author.

NSW  Teaching Comprehension Strategies

Snow, C., Griffin, P. and Burns, M.C. (2007) Knowledge to Support the Teaching of Reading. San Francisco: Jossey Bass

Stainthorp, R. and Stuart, M. (2008) The simple view of reading and evidence based practice.   Evidence to UCET ITE Committee

Stuart, M., Stainthorp, R. and Snowling, M. (2008) Literacy as a complex activity: deconstructing the simple view of reading. Literacy, 42, 59-66.

Thomson, J.M. and Goswami, U. (2010) Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading & Writing, 23, 453-69.

Torgerson, C. Brooks, G. and Hall, J. (2006) A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling. London: DfES Research Report 711

Wyse, D. and Goswami, U. (2008) Synthetic phonics and the teaching of reading. British Educational Research Journal, 34: 691–710.

Indicative learning resources - Web based and electronic resources

Module Dropbox for sharing resources and materials

Module has an active ELE page

Key words search

reading; literacy; language; children’s literature; comprehension

Credit value30
Module ECTS


Module pre-requisites


Module co-requisites


NQF level (module)


Available as distance learning?


Origin date


Last revision date