Counseling Psychology and Special Education 425

Winter Semester 2012

Section 1: 171 JSB on T Th at 03:00 pm - 04:15 pm

Instructor: Gordon Gibb, PhD

Office: 340G MCKB

Office Hours: M W 2-2:50

Office Phone: 801.422.4915

Email:

Texts & Materials
Required / Vendor / Price (new) / Price (used)
Open source materials as listed on Course Schedule
Description

This course provides participants a comprehensive overview of oral language development, language disorders, language and learning, language and thought, language and culture, listening comprehension, and the foundation skills for reading and writing. Students prepare for later studies in specific teaching methods for language arts.

Prerequisites

None

Attendance Policy

Attend all classes, arriving promptly and prepared.

Grading Policies

All assignments are completed in class, either individually or with a small group. Assignments are graded according to completeness and coverage of the assigned tasks.

Learning Outcomes
  • Components of oral language
    Describe the components of oral language.
  • Process of oral language development
    Describe the process of oral language development.
  • Common communication disorders in children
    Describe common communication disorders in children.
  • Interplay between culture and language
    Explain the interplay between culture and language.
  • Interplay between language and learning
    Explain the interplay between language and learning.
  • Listening Comprehension
    Describe listening comprehension and its effect on learning.
  • Demands of learning English as a second language
    Describe the demands of learning English as a second language.
  • Cognitive processes
    Explain the cognitive processes for changing from spoken to written language.
  • 5 component skills for reading
    Explain the 5 component skills for reading.
  • DIBELS©Benchmark assessment
    Administer DIBELS©Benchmark assessments for K-1.
  • INTASC Outcomes
    Course Learning Outcomes Describe the components of oral language. Describe the process of oral language development. Describe common communication disorders in children. Explain the interplay between culture and language. Explain the interplay between language and learning. Describe listening comprehension and its effect on learning. Describe the demands of learning English as a second language. Explain the cognitive processes for changing from spoken to written language. Explain the 5 component skills for reading. Administer DIBELS©Benchmark assessments for K-1. Describe components of written language
Grading Scale
A / 95-100 / B- / 81-83 / D+ / 68-70
A- / 91-94 / C+ / 78-80 / D / 64-67
B+ / 88-90 / C / 74-77 / D- / 61-63
B / 84-87 / C- / 71-73 / E / 60 and lower
Course Schedule
Date / Topics / Readings / Assignments
Th - Jan 5 / Welcome and introduction / Young Children’s Oral Language Development
Google Docs language425 / In class
T - Jan 10 / Components of language / Oral Language Development, pp. 581-89
/ Before class
Th - Jan 12 / How language develops / Oral Language Development, pp. 589-595 / Before class
T - Jan 17 / Learning complex language / Oral Language Development, pp. 596-603 / Before class
Th - Jan 19 / Language delay and disorder / Oral Language Development, pp. 606-611 / Before class
T - Jan 24 / Socioeconomic impact
Language and culture
Language and thought / Oral Language Development, pp. 603-605
Language is Culture, Culture is Language
Google Docs language425
Cultures Hiding in Languages
Google Docs
Language and Thought Processes
Google Docs /
Before class
Before class
In class
In class
Th - Jan 26 / Listening / Listening: Are We Teaching It, and if so, How?
Google Docs anguage425
Guidelines for Developing Listening Skills
Google Docs / In class
In class
T - Jan 31 / Listening comprehension / How New Technologies are Changing the Relationship Between Literacy and Listening
/ In class
Th - Feb 2 / English as a second language / Effective Instruction for English Learners , pp. 103-107
/ In class
T - Feb 7 / English as a second language / Effective Instruction for English Learners , pp. 109-119 / Before class
Th - Feb 9 / From spoken to written language
Five skills for reading / Put Reading First
Print and bring (color not necessary)
/ In class
T - Feb 14 / English phonology
Phonemic awareness / Put Reading First
Hierarchy of Phonological Awareness Tasks
/ In class
In class
Letter sounds test
Th - Feb 16 / Phonemic awareness
Phonemic awareness assessment / - / Letter sounds test
Th - Feb 23 / Mid-term exam / Topics from 1/5-2/16 / via Email
T - Feb 28 / Phonics / Put Reading First / In class
Th - Mar 1 / Fluency
Neural circuitry for reading / Put Reading First / In class
T - Mar 6 / New vocabulary / Put Reading First / In class
Th - Mar 8 / Teaching vocabulary / Teaching Vocabulary
/ In class
T - Mar 13 / Text comprehension / Put Reading First / In class
Th - Mar 15 / Text comprehension / Comprehension Instruction: What works (use printer-friendly version)
/ Before class
T - Mar 20 / Assessing reading
DIBELS / DIBELS Next materials
Print and bring : Assessment Manual, Benchmark Assessment materials K-6

Sign up for account, print free materials / In class
Th - Mar 22 / DIBELS / DIBELS Next materials / In class
T - Mar 27 / DIBELS / DIBELS Next materials / In class
Th - Mar 29 / DIBELS decision making / DIBELS Next materials / In class
T - Apr 3 / Written language / - / -
Th - Apr 5 / Expressive writing / - / -
T - Apr 10 / Spelling and final exam prep / - / -
M - Apr 16 / Final exam / Topics from 2/25-4/10 / via Email
BYU Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Preventing Sexual Discrimination and Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.

Students with Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

Academic Honesty Policy

The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. President David O. McKay taught that 'character is the highest aim of education' (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Plagiarism Policy

Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and paragraphs of his or her own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support the student's own work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and by footnoting or other standard referencing.

Mission Statement of the BYU Special Education Programs

We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:

  • Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.
  • Prepare master special educators who provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors.
  • Add to the knowledge base of special education and related disciplines through research.
  • Serve and advocate for learners with individualized educational needs and others who support them.