This course provides an interdisciplinary view plus unique balance between theory, diagnosis, and teaching strategies, including case studies. Students study recent research published in main journals (e.g., Journal of Educational Psychology, Reading Research Quarterly, Developmental Psychology, Journal of Learning Disabilities) and carry out case studies. Attendance of all classroom sessions is obligatory.
The selection of research papers includes traditional themes related to learning problems (dyslexia, dyscalculia) but adds coverage on at risk preschool children, language delayed children, teacher as collaborative consultant, meaning based approaches to reading, attention deficit disorders, using computers to enhance learning, social interaction and learning, and other high-interest current topics in the field.
Students are expected to reflect critically on scientific literature and on their own scientific behavior, to determine one’s position based on transparent scientific reasoning.
- State of the art
- Development of scientific reasoning
- A case study/small case replication of a scientific study
- Presenting a critical review of an article
- Knowledge, skills and attitude: 1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18
Mode of instruction
- Self – directed study of the literature
- Written reviews and the presentation of a review (1/3)
- Small-scale replication of an experiment (1/3)
- Written exam with open and MC-questions (1/3)
- Detailed course description will be uploaded on Blackboard.
- Students use the discussion board to upload questions in preparation for each lecture.
- Under ‘assignments’ students can download a review form and information about the presentations and the case study assignment.
- The discussion board facilitates the online tutorial (lecture 7) and subscription for certain assignments.
- All course announcements will be placed on Blackboard.
- Students hand in their reviews and case study paper on Blackboard under ‘assignments’.
- Cain, K. (2010). Reading Development and Difficulties. West-Sussex, UK: Wiley-Blackwell.
- Mazzocco, M. M. M., & Berch, D. B. (Eds.) (2007). Why Is Match So Hard for Some Children? The nature and Origins of Mathematical Learning Difficulties and Disabilities. London: Brooks. (Chapters: 2, 5, 6, 15, 16, 17)
Small changes are possible (also in the reading list), see Blackboard!
Please note that separate uSis registration is mandatory for lectures, seminars, exam and re-exam.
- Registration for the lectures of the course is possible as of two months through one week before the first lecture at the latest;
- Registration for the seminars of the course is possible as of two months through one week before the first lecture at the latest;
- Registration for the exam is possible as of two months through one week before the exam at the latest;
- Registration for the re-exam is possible as of two months through one week before the re-exam at the latest.
Students who don’t register cannot attend classes or take the (re)exam.
Co-ordinator if this course is dr. T. M. de Jong. She will hold office hours (the hour following the lecture) and will be available by email or by appointment.