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B.Ed. (Hearing Impairment) Reading and Reflecting on Texts Syllabus - Mumbai University

This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Hearing Impairment), the Choice Based two-year programme in force from the academic year 2016-17. It is the scheme currently examined: the University set all four of its semesters in Winter 2025 and Summer 2026, and has published no revision of it since. The University no longer hosts the document on mu.ac.in, which is why it is mirrored here in full.

Reading and Reflecting on Texts Syllabus.pdf
Semester 3 · 2 credits · 50 marks · 60 hours

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Syllabus for Reading and Reflecting on Texts

Semester 3 · 2 credits · 50 marks · 60 hours

Printed in the syllabus as “READING AND REFLECTING ON TEXT”.

MODULE 1: UNDERSTANDING LITERACY SKILLS

  • Unit 1 a. Literacy and Current University Graduates: Status and Concerns b. Role of Literacy in Education, Career and Social Life
  • Unit 2 Meta cognitive awareness of reading
  • Unit 3 Understanding basic Braille skills and reflections on literacy concerns of children with specific disability
  • Unit 4 Developing Good Reading Skills and Habits in Primary Level Students: Activities And Strategies
  • Unit 5 Understanding writing as a process: i) Content (Intent, Audience and Organization) ii) Language (Grammar, Vocabulary, Spelling) iii) Surface Mechanics (Handwriting, Neatness, Alignment And Spacing etc)

MODULE 2: Project of Activities / tasks (preparation, submission and presentation of the

  • journal) Students have to do ANY SIX practice tasks as a project out of the options given here (preferably 3 from A and 3 from B) Students are expected to submit journal and make presentation:
  • A PRACTICING READING SKILLS
  • 1 Responding to recreational Reading Material (Narrations) by Retelling, Summarizing / concluding, Answering, Predicting, Commenting and Discussing (Any three)
  • 2 Responding to School Textbooks (Description) by Retelling, Summarizing, Answering, Predicting, Commenting and Discussing (Any three)
  • 3 Responding to Reports, Policy Documents And News (Expositions) by Retelling, Summarizing, Answering, Predicting, Commenting and Discussing (Any three)
  • 4 Responding to Editorial, Academic Articles, Advertisement Copy, Resume (Argumentation) by Retelling, Summarizing, Answering, Predicting, Commenting and Discussing (Any three)
  • 5 Practicing web search on a given topic
  • 6 Practicing reading graphically presented information
  • B PRACTICING INDEPENDENT WRITING SKILLS
  • 7 Practicing Self Editing And Peer Editing Of Sample Texts
  • 8 Practicing Evaluating Students Writing Using Parameters: Productivity, Correctness, Complexity, Text Organization And Literary Richness
  • 9 Practicing Writing: Picture Description/ Expansion Of Ideas / Essays / Stories
  • 10 Practicing Daily Leaving Writing: Applications / Agenda - Minutes/ Note Taking
  • 11 Practicing Converting Written Information Into Graphical Representation and writing book/movie review
  • 12 Practicing Filling Up Surveys, Forms, Feedback Responses, Checklists

MODULE 3: Mid project interaction and feedback: Students are exposed to basic skills through

  • workshops or subject seminars. They are grouped under the supervisors who review the progress of the practice and journal preparation by showing them role model responses. Students discuss and learn from each others. They improve the strategies and output on the basis of the feedback from supervisor and peers.

MODULE 4: Submission and presentation with reflections: Each student submits the journal

  • and makes a presentation on reflections and learning. This presentation is to be attended by all supervisors and students – preferably also of first year and students from other disability.

Essential Reading

  • Soundarapandian, M. (2000). Literacy campaign in India. Discovery Publishing House: New Delhi.
  • May, Frank B. (2001). Unravelling the seven myths of reading. Allyn and Bacon: Boston
  • Tovani.C & Keene.E.O (2000).I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers. Stenhouse Publishers
  • McGregor.T(2007). Comprehension Connections: Bridges to Strategic Reading. Heinemann Educational Books
  • Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a Nation of Readers: The report of the commission on reading. Washington, DC: National Institute of Education and the Center for the Study of Reading.
  • ASER report of 2015: Pratham Publication
  • Collection of reading material locally collected by the college including articles, newspapers, surveys, files, portfolios etc
  • McCormick, Sandra. (1999). Instructing students who have literacy problems.(3 rd ) Merrill: New Jersy
  • Aulls, Mark W. (1982). Developing readers in today's elementary school. Allyn and Bacon: Boston
  • Heller, Robert. (1998). Communicate clearly. DK Publishing: New York.
  • May, Frank B. (1998). Reading as communication. Merrill: New Jersy
  • Gallangher.K (2004).Deeper Reading: Comprehending Challenging Texts. Stenhouse Publishers
  • Miller.D (2002).Reading With Meaning: Teaching Comprehension in the Primary Grades. New York: Stenhouse Publishers
  • Baniel, Anat. (2012). Kids beyond limits. Perigee Trade: New York
  • Pandit, Bansibihari, Suryawanshi, Dhyane Kute & Meena Prakash. (2007) Communicative language teaching in English: Nityanutan Prakashan: Pune
  • Paul, Peter V. (2009). Language and Deafness. Jones and Bartlett: Boston
  • Ezell and Justice (2005). Programmatic Research on Early Literacy: Several Key Findings. IES 3rd Annual Research Conference: American Speech Language & Hearing Association (ASHA).
  • Frank, Smith (1985). Reading without Nonsense. New York: Teachers College Press, 10027.
  • Luetke-Stahlman and Nielsen (2003). Early Literacy of Kindergartners with Hearing Impairment. High Beam
  • Research The Gale Group, Inc.& GRIN Publishing Munich Germany.

Reproduced from the University of Mumbai syllabus for B.Ed. Spl. Ed. (Hearing Impairment), in force from the academic year 2016-17. Wording, module numbering and the reading list are as printed in that syllabus. The PDF above is the syllabus's own page, unaltered.

The complete syllabus

This subject is cut from the University syllabus for the whole degree. Open it here if you want the whole thing rather than a single subject.

PDF Bachelor of Education - Special Education (Hearing Impairment) Sem I to IV (from 2016-17) Choice Based syllabus, in force from 2016-17 Read full PDF Read
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