EML433 Primary English Curriculum: Reading, Process & Pedagogy (8)

This subject covers the teaching of reading by recognising the interconnectedness of listening, talking, and writing. Diagnostic, evidence-based approaches to plan the teaching of reading through knowledge, skills, strategies and assessment will be introduced.

Students will develop critical knowledge and conceptual understandings of curriculum frameworks for reading instruction, and theoretical and practical knowledge will be developed thorough opportunities to integrate skills and explicit teaching strategies in the context of the primary literacy program.

The subject takes a socio-cultural and multiliteracies approach which includes understanding the nature and needs of diverse learners. It places assessment, reflective evaluation and communication with parents, at the core of the learning and teaching cycle.

Subject Outlines
Current CSU students can view Subject Outlines for recent sessions. Please note that Subject Outlines and assessment tasks are updated each session.

No offerings have been identified for this subject in 2018.

Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


Faculty of Arts and Education

Learning Outcomes

Upon successful completion of this subject, students should:
  • identify the major sociocultural and language theories which underpin curriculum approaches to literacy and learning
  • be able to articulate their critical knowledge and conceptual understandings of current curriculum frameworks for reading instruction and the theories that inform them
  • have demonstrated knowledge of the nature and function of Modelled, Shared/Guided and Independent reading opportunities in a reading program
  • be able to provide examples of planned instruction that scaffolds the use of phonemic, semiotic and syntactic cues for reading print as well as developing visual literacy, using the five semiotic systems of meaning with multimodal texts
  • have demonstrated that they can plan for integration of skills and explicit teaching strategies for reading and viewing in the context of a balanced literacy program
  • be able to describe a range of means of identifying, assessing and catering for the needs of diverse learners; especially learners in 'English as a Second language' settings
  • have articulated ways of building relationships between home/community and formal educational sites.


This subject will cover the following topics:

- Major socio-cultural and language theories which underpin curriculum approaches to literacy and learning. Models of reading instruction based upon these approaches: Four Resources/SLOTE/ Learning by Design. - Reading processes: strategies to encourage the use and orchestration of phonemic, semiotic and syntactic cues for reading print; ways to encourage fluency and vocabulary acquisition through literature; development of critical and visual literacy using the five semiotic systems of meaning with multimodal texts - Reading pedagogy: creating a balanced reading program; organising classrooms for learning with a focus on direct instruction, shared, modelled, guided and independent reading. Balanced Assessment: formative and summative methods, reporting to parents, evaluation as reflective practice. - Understanding and addressing diversity in the reading classroom; ESL learners. Working with parents and communities.


Current Students

For any enquiries about subject selection or course structure please contact Student Central or ask@csu.edu.au or phone on 1800 275 278.

Prospective Students

For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 275 278 (free call within Australia) or enquire online.

The information contained in the 2018 CSU Handbook was accurate at the date of publication: August 2018. The University reserves the right to vary the information at any time without notice.