Language, Literacies and Dyslexia MEd

The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills. This distance learning masters level programme is essential for practitioners seeking to become specialist practitioners, employable to assess and teach learners with dyslexia and literacy difficulties of school age or in further/higher education.

The programme provides a broad and critical perspective of language literacies and literacy difficulties/dyslexia through sociocultural and cognitive research, as well as education policies. It embraces school and further educational demands of literacy skills, the demands of family and social literacy practices, and peer demands of new literacies, such as digital literacies. The programme establishes the fundamental relationship between language and literacy in typical and atypical development. Students study literacy difficulties/dyslexia in contexts of monolingual, multilingual and multimodal (eg digital literacies).

Studying at a distance means you can work from anywhere, such as in your home or workplace in the UK or overseas. All your studies will be in English and it is a requirement that you practice in an educational context of monolingual or additional English (EAL/ESL/EFL). Reference would be made to contexts that are multilingual and multimodal.

MEd, Postgraduate Diploma Award
September Start
Part-time Study Mode
3 years Duration

Entry Requirements For This Course

Applicants need to have a degree or equivalent; professional access to working with learners who have literacy difficulties, e.g. as a teacher, teaching assistant, SLT, OT. Access in parental or voluntary capacity does not meet this criterion; 2 years professional practice experience is highly recommended for Master's level study in literacy difficulties. Applicants will also be expected to have: professional access to learners with these specific difficulties in your work context; opportunities to assess and work with at least 3 learners with literacy difficulties in September-July; access to age appropriate, up to date assessment/ testing tools and intervention programmes for literacy difficulties; opportunities to observe age appropriate, up to date standardised tests being used.

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