Dyslexia and Dyscalculia

Code:

P829

Acronym:

DD

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2020/2021 - 1S

Active?	Yes
Web Page:	http://moodle.up.pt
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	50	Official Curricular Structure	2	-	3	30	81

Teaching language

Suitable for English-speaking students

Objectives

This course aims to provide students with sound knowledge (scientifically informed) on neurodevelopmental disorders, particularly in dyslexia and dyscalculia.

Specifically, aspects related to description, development, intervention, and assesment of reading and arithmetic skills will be covered.

This course also aims  to improve students' critical thinking and communication skills in the domain of developmental disorders.  

Learning outcomes and competences

At the end of the course should be able to:
Understand reading, writing, and arithmetic difficulties within the frame of developmental disorders. To get acquainted with cognitive research about dyslexia and dyscalculia. Be able to analyze, interpret, evaluate, and synthesize specific knowledges within the field. Be able to communicate the developments of research to a general public, using common scientific writing standards. In the domain of psychological intervention: the student should be able to plan and conduct assessment procedures of dyslexia and dyscalculia; to report the results of such assessments; to cooperate with other professionals to plan and conduct interventions; and to evaluate the results of the interventions.

Working method

Presencial

Program

Causal modeling of developmental disorders. Development and learning of reading. Dislexia assessment. Reading instruction and intervention in reading difficulties. Development of number and math skill. Dyscalculia assessment. Math instruction and intervention in dyscalculia. Acquired disorders of reading, writing and arithmetic.

Mandatory literature

Campbell Jamie I.D. 340; Handbook of mathematical cognition. ISBN: 1-84169-411-8
Dehaene, S. ; Reading in the brain: The science and evolution of a human invention, Viking, 2009
Dehaene Stanislas; The^number sense. ISBN: 0-19-513240-8
Morton John; Understanding developmental disorders. ISBN: 0-631-18758-8
Pugh Ken 340; How children learn to read. ISBN: 978-1-84872-843-1
Snowling Margaret 340; Science of reading

Teaching methods and learning activities

Expository lectures. Seminars on assessment tools for dyslexia and dyscalculia. Reading of course materials. Writing of thematic syntheses. Online course (http:// moodle.up.pt)

keywords

Health sciences > Neuroscience
Health sciences > Neuroscience > Neuropsychology
Social sciences > Psychological sciences > Cognitive science

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	10,00
Trabalho escrito	90,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	20,00
Frequência das aulas	30,00
Trabalho escrito	31,00
Total:	81,00

Eligibility for exams

Regular attendance is checked. Studants that miss more than 25% of classes will not obtain course frequency.

Calculation formula of final grade

For evaluation purposes the following components are considered: (a) two summaries of recent published papers (dyslexia and dyscalculia) agreed with the professor; (b) thinking post-seminar, short replies to questions addressed in the seminars; (c) engagement and participation. Each component is weighted in 40%, 50%, and 10%, respectively. If one evaluation component is missed that entails that a classification of 0 is attributed to that component. Evaluation of all components is expressed in 0-20 scale and not minimum classification is required in any of them.

Examinations or Special Assignments

Student-workers are exempt from regular attendance. In their course evaluation the participation component will be replaced by an additional written assignment wich will be weighted in 10%.

Special assessment (TE, DA, ...)

Special circumstances shall be discussed with the docents in the beginning of the course.

Classification improvement

As the students receive feedback of each individual work (distributed evaluation), improvement of final grade is only possible in duly justified cases and dependent upon professors' judgement.