This Postgraduate certificate in Teaching Reading and Writing in Pre-School and Primary School will generate a sense of confidence when teaching, which will help you grow personally and professionally"

This Postgraduate certificate pays special attention to teaching Spanish as a Foreign Language, with one of the main objectives being to prepare educators to teach multicultural groups where several languages may coexist. 

Thus, different methodological approaches are presented to facilitate the teacher's work and help them create activities within this specific framework. Interaction is essential to minimize multicultural differences and enable the transformation of the classroom from a teaching space to a social space. 

The relevance of information and communication technologies in the field of teaching is also emphasized. The use of ICT in the classroom brings wide-ranging benefits and aids the presentation of content. The work of the teacher is a fundamental, since they must create a digital resource database that is reliable and appropriate for pre-school and primary teaching.

Given the above, it can be seen that the Postgraduate certificate in Teaching Reading and Writing in Pre-School and Primary School focuses on developing a range of competencies in both reading comprehension and written production. The development of a teaching plan and its corresponding units must be geared towards achieving a series of objectives established at the beginning of the school year. 

The teaching of SFL in a multicultural group which has limited contact with the Spanish language, is a priority in this Postgraduate certificate, as, nowadays, the educator is often faced with this situation. 

The benefits of using a personal digital resource database containing practical and reliable content are also presented.

Update your knowledge in Teaching Reading and Writing in Pre-School and Primary School with this Postgraduate certificate”

This Postgraduate certificate in Teaching Reading and Writing in Pre-School and Primary School contains the most complete and up-to-date program on the market. The most important features include:

• Graphic, schematic, and practical contents which provide scientific and practical information on the disciplines that are essential for professional practice
• The latest developments on Teaching Reading and Writing in Pre-School and Primary School
• Practical exercises where self-evaluation can be carried out to improve learning
• Special emphasis on innovative methodologies in Teaching Reading and Writing in Pre-School and Primary School
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate certificate may be the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge on Teaching Reading and Writing in Pre-School and Primary School, you will obtain a Postgraduate certificate from TECH Global University"

The teaching staff is made up of professionals who share their own experience in Teaching Reading and Writing in Pre-School and Primary School, in addition to renowned specialists belonging to leading societies and prestigious universities.

Multimedia content developed with the latest educational technology, will allow professionals a situated and contextual learning, that is to say, a simulated environment that will provide immersive learning designed to prepare them for real situations.

This program is designed around Problem-Based Learning, whereby the Educators must try to solve the different professional practice situations that arise during the academic course. To do so, they will have the help of an innovative interactive video system created by leading experts in the field of Teaching Reading and Writing in Pre-School and Primary School, with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge with this Postgraduate certificate"

Take the opportunity to learn about the latest advances in Teaching Reading and Writing in Pre-School and Primary School and enhance student learning"

The syllabus has been designed by a team of professionals from the best educational centers and universities in the country, aware of the importance of innovative education, and committed to excellent teaching using new educational technologies.

This Postgraduate certificate in Teaching Reading and Writing in Pre-School and Primary School contains the most complete and up-to-date educational program on the market”

Module 1. Teaching Reading and Writing

1.1. Factors involved in Communicative Skills Acquisition

1.1.1. Oral Expression

1.1.1.1. Definition

1.1.2. Characteristics of Oral Language

1.1.2.1. Components of Oral Language

1.1.3. Functions of Spoken Language
1.1.4. Oral Language Requirements
1.1.5. Factors that Affect Oral Language
1.1.6. Methods of Learning to Read and Write
1.1.7. Written Expression

1.1.7.1. Definition

1.1.8. Characteristics of Written Language
1.1.9. Factors Involved in Written Language
1.1.10. Reading Comprehension

1.1.10.1. Definition
1.1.10.2. Principles

1.2. Language and Communication

1.2.1. Human Communication and Language
1.2.2. Language as an Instrument of Communication
1.2.3. Theories

1.2.3.1. Behaviorist Theory: Skinner
1.2.3.2. Innate Theory. Chomsky
1.2.3.3. Cognitive Theory: Piaget
1.2.3.4. Interactionist Theory: Vygotsky and Bruner

1.2.4. Evolution of Comprehension and Expression
1.2.5. Beginning of Preverbal Communication
1.2.6. Non-Verbal Communication
1.2.7. Factors Favoring Language Acquisition

1.2.7.1. Factors that Depend on the Child and its Development
1.2.7.2. Factors that are Incorporated through the Relationship with Adults

1.2.8. Stages of Child Language Development

1.2.8.1. Prelinguistic Stage
1.2.8.2. Non-Combinatory Language Stage
1.2.8.3. Combinatorial Language Stage

1.2.9. Language Disorders

1.2.9.1. Diagnosis and its Problems
1.2.9.2. Categories in Language Disorders

1.2.10. Specific Language Acquisition Disorders

1.2.10.1. Dyslalia
1.2.10.2. Dysphemia
1.2.10.3. Dysglossia
1.2.10.4. Dysphasia 
1.2.10.5. Dyslexia

1.3. Written Language

1.3.1. Written Language 

1.3.1.1. Literacy

1.3.2. Written Language
1.3.3. The Value of Literacy
1.3.4. Literacy and Family
1.3.5. The Role of the Family
1.3.6. The Role of the School

1.3.6.1. The School
1.3.6.2. The Role of the Teacher

1.3.7. Writing and Written Language 
1.3.8. Oral and Written Language: Communication System 
1.3.9. What Should Children Learn About the Written Language? 
1.3.10. How Does One Learn to Write?

1.4. What is Reading?

1.4.1. Phases of the Reading Process
1.4.2. Visual and Non-visual Information
1.4.3. The Objectives of Reading
1.4.4. Cognitive and Linguistic Processes Involved in Reading
1.4.5. Memory
1.4.6. The Reading Process

1.4.6.1. Decoding
1.4.6.2. Comprehension

1.4.7. Reading in the Classroom 
1.4.8. The Curriculum

1.5. Teaching and Learning to Read and Write 

1.5.1. Phases of Learning to Read 
1.5.2. Phases of Learning to Write 
1.5.3. Methods of Teaching Reading and Writing 
1.5.4. Strategies for Reading 
1.5.5. Evaluation of Strategies 
1.5.6. Uses of Written Language 
1.5.7. Reading and Writing Teaching and Learning Activities 
1.5.8. The Typeface 
1.5.9. Materials. Basic Materials 
1.5.10. Instruments 

1.5.10.1. Some Instruments for the Continuous Regulation of the Learning of Reading and Writing 
1.5.10.2. Some Instruments for the Self-Regulation of the Learning of Reading and Writing

1.6. The Teacher’s Role 

1.6.1. Functions
1.6.2. Knowledge for the Development of their Activity
1.6.3. Aspects that a Teacher should Develop
1.6.4. Teacher Training
1.6.5. The Teacher and their Relationship with the Families
1.6.6. Successful Actions

1.7. Second Language Learning

1.7.1. The Concept of Bilingual Teaching: English as a Second Language
1.7.2. Bilingual Teaching Models
1.7.3. Principle of Globalized Approach
1.7.4. Implications for Teaching English as an L2
1.7.5. Activities and Resources
1.7.6. Oral Narration in the English Language Classroom
1.7.7. Reading or Telling a Story
1.7.8. Oral Narration as an L2 Teaching Tool
1.7.9. Keys to Oral Narration
1.7.10. Activities for Before, During, and After the Oral Narration

1.8. Literature

1.8.1. Why Literature?

1.8.1.1. The Student Profile
1.8.1.2. Objectives of Teaching Literature

1.8.2. The Literary Genre

1.8.2.1. Lyric, Narrative, and Dramatic
1.8.2.2. Current Genres

1.8.3. The Habit of Reading
1.8.4. Children’s Literature

1.8.4.1. What Is It? 

1.8.5. Children’s Literature Genres
1.8.6. The Fairy Tale
1.8.7. Criteria for Selection, Use, and Storytelling

1.8.7.1. Criteria for Story Selection
1.8.7.2. Specific Criteria according to the Age of the Children
1.8.7.3. Classification According to Subject Matter
1.8.7.4. Criteria for Storytelling

1.8.8. The Classroom Library

1.8.8.1. General Functions
1.8.8.2. Conditions to be Met by a Classroom Library
1.8.8.3. Role of the Teacher in the Classroom Library

1.9. Evaluation

1.9.1. Features of the Evaluation
1.9.2. What to Evaluate
1.9.3. Evaluation Guidelines
1.9.4. When to Evaluate
1.9.5. Reading Comprehension Assessment
1.9.6. Assessment of Reading Strategies
1.9.7. Tasks that Assess the Child’s Writing System
1.9.8. Assessment Tools
1.9.9. Other Instruments for Literacy Assessment