Postgraduate Diploma in Education - Reading Recovery specialisation
This specialisation is offered in 2020. Check our website for application closing dates.
|Length||One year full-time study|
|Programme requirements||120 points: Comprising four 30-point core courses|
Reading Recovery is an effective early literacy intervention designed to significantly reduce the number of children with literacy difficulties in schools. Low-achieving six-year-old children have daily individual teaching with a specially trained teacher and within a short time are brought to average levels of achievement for their classes.
Reading Recovery operates at three levels in an education system:
- The school, where the Reading Recovery teacher teaches children.
- The district or region, where the tutor trains the teachers.
- The national level, where Reading Recovery trainers train tutors and support the national implementation.
For further information on Reading Recovery visit: www.readingrecovery.ac.nz
The Postgraduate Diploma in Education - Reading Recovery specialisation is a restricted-entry programme. Please contact the faculty for advice on entry requirements and how you can apply.
Dr Christine Boocock
Reading Recovery Trainer
Phone: +64 (0) 9 373 7599 ext 48218
|Compulsory core courses|
Students engage in advanced study of theory and research related to optimising Reading Recovery's effectiveness. A critical understanding of Literacy Processing theory and Reading Recovery principles and practices is integral to support teachers in effectively working with children having difficulty with literacy learning. A practicum component involving daily teaching of four six-year-old children forming case studies for analysis is required.
Critical analysis of issues and research related to the design and implementation of an effective early literacy intervention in an education system is central to this course. Particular emphasis is on facilitating the professional development and learning of Reading Recovery teachers. Students observe and work with teachers at Reading Recovery centres during the year-long Reading Recovery teacher training.
An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of Maori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated.
Teachers will critically examine and evaluate research and practice in literacy education, including specific intervention strategies and resources. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including Maori and Pasifika children.
* Restricted to Reading Recovery trainees
** Open-entry courses