1. General information
Course:
EDUCATIONAL PSYCHOLOGY FOR READING AND WRITING
Code:
32330
Type:
CORE COURSE
ECTS credits:
6
Degree:
310 - SPEECH AND LANGUAGE'S THERAPY
Academic year:
2023-24
Center:
16 - FACULTY OF SCIENCES OF THE HEALTH OF TALAVERA
Group(s):
60
Year:
4
Duration:
First semester
Main language:
Spanish
Second language:
Use of additional languages:
English Friendly:
Y
Web site:
Bilingual:
N
Lecturer:
BEATRIZ MARTIN DEL CAMPO
- Group(s):
60
Building/Office
Department
Phone number
Email
Office hours
1.17
PSICOLOGÍA
5634
beatriz.martin@uclm.es
2. Pre-Requisites
In order to enroll in this course, the student must possess a comprehensive understanding of the theoretical frameworks proposed within the field of Educational Psychology regarding learning and teaching. Furthermore, they should possess a solid foundation in theoretical concepts pertaining to human development across the lifespan. Lastly, it is essential to possess knowledge regarding written language disorders and their assessment.
3. Justification in the curriculum, relation to other subjects and to the profession
This subject is included in the curriculum based on the conviction that the speech therapy profession should encompass comprehensive language instruction, encompassing written forms of language. Therefore, it is deemed essential for speech therapists to approach both the theoretical and practical aspects of teaching and learning written language.
As professionals, speech therapists will have to work with individuals, groups, and/or social settings where written language poses various difficulties in terms of its usage and comprehension. Hence, this subject provides the necessary tools to address these difficulties and design environments for learning written language.
Psychopedagogy is the applied branch of Educational Psychology, a subject taught in the first year of the degree program. Consequently, both subjects are closely related in the study of educational processes and how to design and optimize them. Connections can also be found with the first-year subject "Psychological Processes of Language Acquisition," as well as with the Developmental Psychology subject, where written language can be approached as one of the relevant topics. Finally, it will be interesting to establish connections between the section of our subject dedicated to working with difficulties in written language and other subjects that study language disorders. In this regard, it may be worthwhile to draw on knowledge acquired in these subjects to reflect on the influence of neurological pathologies on the usage and learning of written language, and how appropriate design of educational environments can alleviate these difficulties.
4. Degree competences achieved in this course
| Course competences | |
|---|---|
| Code | Description |
| E08 | To know and respect the general principles of SLT intervention. |
| E09 | To know the functions involved in SLT intervention: prevention, Education, re-education, rehabilitation and treatment. |
| E10 | To know and be able to apply intervention models and techniques. |
| E12 | To know and be able to perform SLT intervention in: specific language development disorders: language specific disorder, language delays, phonetic and phonological disorders; communication and language disorders associated to hearing and visual disorders, attention deficit, mental deficiency, generalised developmental disorder, autistic spectrum disorders, cerebral palsy in childhood and multiple deficiencies; specific disorders of written language; disorders of calculus; language development disorders after social deprivation, and associated to multicultural contexts and multilingualism; disorders of speech fluidity; aphasias and associated disorders; dysarthrias; dysphonias; dysglossias; language disorders in aging and degenerative disorders; language and communication disorders in mental illnesses; mutism and language inhibitions; disorders of non-verbal oral functions: atypical swallowing, dysphagia and tubaric dysfunctions. |
| E16 | To be able to design and produce SLT reports. |
| E17 | To be able to design, program and assess SLT work. |
| E18 | To know, be able to apply and critically evaluate pedagogical techniques, as well as methodological and didactic resources for the teaching of language. |
| G06 | To communicate correctly, in oral and written form, with an adequate production of speech, language structure and voice quality. |
| G07 | To master the use of communication and information technologies. |
| G08 | Ethical commitment and professional deontology. |
5. Objectives or Learning Outcomes
| Course learning outcomes | |
|---|---|
| Description | |
| The student will learn how to prevent and intervene in learning difficulties in the areas of reading, writing, and mathematics. | |
| The student is expected to comprehend the concepts and fields of study within the realm of Psychopedagogy of written language, as well as the theoretical methods that underpin its acquisition and development. | |
| The student must be acquainted with the methods of teaching and learning writing and reading, and be able to critically evaluate them. | |
| Additional outcomes | |
| Not established. |
6. Units / Contents
-
Unit 1: WRITTEN LANGUAGE: HISTORY, PSYCHOLINGUISTIC THEORIES, AND DIDACTIC APPROACHES
-
Unit 1.1: ontogenesis and phylogenesis of written language.
-
Unit 1.2: Theoretical models on the learning of written language
-
Unit 1.3: Methods of teaching written language
-
-
Unit 2: MATHEMATICAL THINKING: HISTORY, PSYCHOLOGICAL THEORIES, AND DIDACTIC APPROACHES
-
Unit 2.1: History of mathematics
-
Unit 2.2: Psychological theories
-
Unit 2.3: Didactic approaches
-
-
Unit 3: DIFFICULTIES IN WRITTEN LANGUAGE AND MATHEMATICS
-
Unit 3.1: Difficulties in reading
-
Unit 3.2: Difficulties in writing
-
Unit 3.3: Mathematical difficulties
-
Unit 3.4:
-
7. Activities, Units/Modules and Methodology
| Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
| Class Attendance (theory) [ON-SITE] | Lectures | E18 | 1.12 | 28 | Y | N | The professor will deliver master classes for each content block of the subject. These classes will serve as guidance and introduction for carrying out individual and group assignments. | |
| Study and Exam Preparation [OFF-SITE] | Self-study | E10 E12 E18 | 0.8 | 20 | Y | Y | The students will have at their disposal a series of materials that they will have to work on autonomously. | |
| Class Attendance (practical) [ON-SITE] | Cooperative / Collaborative Learning | E08 E09 E10 E12 E16 E17 E18 G06 G07 G08 | 1.64 | 41 | Y | Y | The students will work in groups on a hypothetical scenario where they will put into practice what they have learned in the master classes and theoretical and research readings. | |
| Writing of reports or projects [OFF-SITE] | Reading and Analysis of Reviews and Articles | E10 E12 E18 | 1.4 | 35 | Y | N | The students will engage in readings and submit reports or assignments to consolidate the knowledge derived from them. This knowledge will also be crucial for properly developing the hypothetical scenarios in the group assignments. | |
| Group tutoring sessions [ON-SITE] | Cooperative / Collaborative Learning | E18 G06 G07 G08 | 1.04 | 26 | Y | N | The students will work in groups on a hypothetical scenario where they will apply what they have learned in the master classes and theoretical and research readings. | |
| Total: | 6 | 150 | ||||||
| Total credits of in-class work: 3.8 | Total class time hours: 95 | |||||||
| Total credits of out of class work: 2.2 | Total hours of out of class work: 55 | |||||||
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
8. Evaluation criteria and Grading System
| Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
| Final test | 40.00% | 40.00% | This exam will be multiple-choice and will evaluate the theoretical components of the subject. |
| Assessment of problem solving and/or case studies | 60.00% | 60.00% | The students in the continuous assessment will work in groups to solve problems and cases. However, the students in the non-continuous assessment, who do not attend the group work sessions, will be required to submit these assignments individually. |
| Total: | 100.00% | 100.00% |
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).
Evaluation criteria for the final exam:
-
Continuous assessment:A student will be considered to have followed the continuous assessment if they have attended at least 80% of the group work sessions. The final grade will be obtained by calculating the average of the problem-solving or case resolution and the theoretical assignments. Only if a minimum grade of 4 out of 10 is achieved in the final exam or practical assignments, the grade will be weighted. Otherwise, the grade for the failed part will be recorded. The unsuccessful assessments can be retaken in the extraordinary examination period. Any student can switch to the non-continuous assessment mode as long as they have not participated in assessable activities during the teaching period that account for at least 50% of the total assessment of the subject. If a student has reached that 50% of assessable activities or if, in any case, the teaching period has ended, they will be considered in continuous assessment without the possibility of changing the assessment mode.
-
Non-continuous evaluation:This option is reserved for students who are unable to attend classes or who do not attend at least 80% of the classes dedicated to group work. In this case, students will be required to submit the assignments individually.
Specifications for the resit/retake exam:
In this examination period, the exam will be in multiple-choice format. The group or individual assignments that were not passed can be recovered through an additional development test. This test will include a question that requires a written response related to the scope of the suspended work in the previous examination period.
Specifications for the second resit / retake exam:
The exam will consist of a series of open-ended questions that demonstrate the acquisition of competencies related to the subject. Every student who takes this exam will have the opportunity to earn 100% of the grade. Grades from progress tests will not be taken into account for this exam.
9. Assignments, course calendar and important dates
| Not related to the syllabus/contents | |
|---|---|
| Hours | hours |
| Unit 1 (de 3): WRITTEN LANGUAGE: HISTORY, PSYCHOLINGUISTIC THEORIES, AND DIDACTIC APPROACHES | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 10 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 5 |
| Class Attendance (practical) [PRESENCIAL][Cooperative / Collaborative Learning] | 4 |
| Writing of reports or projects [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 5 |
| Group tutoring sessions [PRESENCIAL][Cooperative / Collaborative Learning] | 3 |
| Group 60: | |
| Initial date: 11-09-2023 | End date: 02-10-2023 |
| Unit 2 (de 3): MATHEMATICAL THINKING: HISTORY, PSYCHOLOGICAL THEORIES, AND DIDACTIC APPROACHES | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 5 |
| Class Attendance (practical) [PRESENCIAL][Cooperative / Collaborative Learning] | 2 |
| Writing of reports or projects [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 5 |
| Group tutoring sessions [PRESENCIAL][Cooperative / Collaborative Learning] | 3 |
| Group 60: | |
| Initial date: 05-10-2023 | End date: 19-10-2023 |
| Unit 3 (de 3): DIFFICULTIES IN WRITTEN LANGUAGE AND MATHEMATICS | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 12 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 10 |
| Class Attendance (practical) [PRESENCIAL][Cooperative / Collaborative Learning] | 35 |
| Writing of reports or projects [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 25 |
| Group tutoring sessions [PRESENCIAL][Cooperative / Collaborative Learning] | 20 |
| Group 60: | |
| Initial date: 23-10-2023 | End date: 20-11-2023 |
| Global activity | |
|---|---|
| Activities | hours |
10. Bibliography and Sources
| Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
|---|---|---|---|---|---|---|---|---|---|
| ANGEL ALSINA | ITINERARIOS DIDACTICOS PARA LA ENSEÑANZA DE LAS MATEMATICAS (6-12 AÑOS) | Libro | Barcelona | Grao | 9788499809380 | 2019 | |||
| Alina Galvão Spinillo Carmen Sotomayor | Development of Writing Skills in Children in Diverse Cultural Contexts | Libro | Springer | 978-3-031-29285-9 | 2023 | ||||
| Castejón, J. L., & Navas, L. | Dificultades y trastornos del aprendizaje y del desarrollo en infantil y primaria. Dificultades y trastornos del aprendizaje y del desarrollo en infantil y primaria. | Libro | Alicante | 2013 | 978-84-9948-780-9 | 2013 | https://elibro.net/es/ereader/bibliotecauclm/62380 | ||
| Clemente Linuesa, M. | Psicopedagogía de la Lectura: Enfoque Psicolingüístico y Sociocultural. | Madrid | Pirámide | 2003 | |||||
| Escoriza,J. y Boj, C. | Psicopedagogía de la escritura | Barcelona | Librería | 1997 | |||||
| Fernando Cuetos | Psicología de la lectura | España | Wolters Kluwer | 2011 | |||||
| Gad Elbeheri and Lee Siang | THE ROUTLEDGE INTERNATIONAL HANDBOOK OF DYSLEXIA IN EDUCATION | Libro | Routledge | 978-1-003-16252-0 | 2023 | 10.4324/9781003162520 | |||
| Garci¿a Sa¿nchez, Jesu¿s Nicasio | Manual de dificultades de aprendizaje : lenguaje, lecto-escritura y matema¿ticas | Libro | Madrid | Narcea | 978-84-277-1989-7 | 2014 | https://www.digitaliapublishing.com/a/40843/ | ||
| Katherine M. Robinson Donna Kotsopoulos Adam K. Dubé | Mathematical Teaching and Learning : Perspectives on Mathematical Minds in the Elementary and Middle School Years | Libro | Springer | 9783031318474 | 2023 | ||||
| Lluís Albarracín Gordo, Edelmira Rosa Badillo Jiménez & 3 más | Aprender a enseñar matemáticas en la educación primaria | Libro | Madrid | Síntesis | 9788491711087 | 2018 | |||
| Michael A. Skeide | The Cambridge Handbook of Dyslexia and Dyscalculia | Libro | Cambridge University Press | 978-1-108-97811-8 | 2022 | 10.1017/9781108973595 | |||
| Orrantia Rodríguez, José | Las dificultades de aprendizaje de las matema¿ticas | Libro | Barcelona | UOC, la universidad virtual | 978-84-8429-596-9 | 2002 | https://www.digitaliapublishing.com/a/5735/ | ||
| Patrick M. Jenlink | Mathematics As the Science of Patterns: Making the Invisible Visible to Students Through Teaching | Libro | Charlotte, NC | INFORMATION AGE PUBLISHING, INC. | 978-1-64802-746-8 | 2021 | https://eds.s.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzMxMDQ2MDZfX0FO0?sid=56010f6f-f86b-4717-91b9-d4b1cc9aefa7@redis&vid=35&format=EB&rid=5 | ||
| Ripoll Salcea, J.C. y Aguado Alonso, G. | Enseñar a leer: Cómo hacer lectores competentes | Libro | Madrid | GiuntiEOS | 9788497276245 | 2015 | |||
| Solé, I. | Estrategias de lectura | Barcelona | Grao | 2008 | |||||
| Teberosky Coronado, A. y Solé y Gallart, I. | Psicopedagogía de la lectura i de l¿escriptura | Barcelona | Ediuoc | 1999 | |||||
| Thomas Lachmann y Tina Weis | Reading and Dyslexia From Basic Functions to Higher Order Cognition | Libro | Springer | 978-3-319-90805-2 | 2018 | https://doi.org/10.1007/978- 3- 319- 90805- 2 | |||
| Vieiro Iglesias, P. | Psicopedagogía de la escritura | Madrid | Pirámide | 2007 | |||||
| Villalón, M. | Alfabetización inicial: claves de acceso a la lectura y escritura desde los primeros meses de vida. | Libro | Santiago de Chile | Ediciones UC. | 978-956-14-1016-9 | 2014 | https://www.digitaliapublishing.com/viewepub/?id=14597 |