Language and Literacy Research, 2012 1
Baylor University
Spring, 2012
CSD 5337 Language and Literacy Research:
Instructor: Dr. Michaela J. Ritter., C.C.C./SLPSpring, 2012
Office: Voice mail is710-4745; email is
Office: 254 Neill Morris Office Hours: TR 2:00-5:00 or by appointment
Class Meeting Times: 12:30-1:45 Tuesday and Thursday
Course Description:
Current research of language and reading development are discussed and considered in the context of practice in language-based reading treatment. The primary focus of the course is on developmental oral and written language impairments. Issues concerning the nature and cause of these disorders as well as their early identification are discussed. Evidence-based practices and methods of prevention, assessment and intervention involved in language and literacy will be the focus of the course. This course consists of three modules. The first moduleexamines language development and disorders in school-age children and covers domains such as grammar, vocabulary, narrative, and emergent literacy. The second module examines assessment of oral and written language disorders. The third module examinesevidence-based interventions for both oral and written language disorders and covers topics such as word decoding, reading comprehension, narratives, higher level language skills, and writing. This course serves as a means for maintaining and refining your assessment and intervention skills with school-age clients (I assume certain skills in these areas already). Emphasis is placed on theoretical underpinnings of language and reading disorders and on evidence-based practice with students with both oral and written language disorders.
Textbooks required:
1) Catts, H. & Kamhi, A. (2012). Language and reading disabilities: Boston, MA: Allyn and Bacon.
2)Nelson, Nickola. (2010). Language and Literacy Disorders.Boston. MA.
Allyn and Bacon.
Optional text:
1)Lombardino, L.J. ((2012). Assessing and Differentiating Reading & Writing Disorders. Clifton Park, NY: Delmar, Cengage Learning.
Other Required Course Material.
•The NXT response card/clicker is mandatory. Must bring to class every day. General student instructions to register your clicker on Blackboard and NXT response card user guide are available from links on the web page at
Course Objectives:
This course meets the requirements of ASHA Knowledge Standards III-B Normal Processes, III-C Communication Disorders, III-D Clinical Application in the area of Receptive/Expressive Language. In this course, students will be able to demonstrate knowledge of the current research for the following:
Student Learning Outcomes
- The student will demonstrate knowledge of the linguistic, developmental and cultural bases of basic human communication in school-age children. (Standard III-B)
- The student will demonstrate knowledge of normal language, and reading development and factors that may negatively impact development in these areas. (Standards III-B & C)
- The student will demonstrate knowledge of ways to prevent or reduce the prevalence of language and learning disabilities in school-age children. (Standard III-D)
- The student will demonstrate knowledge of the receptive and expressive language aspects of children with language-learning disabilities and the causes and consequences of these disabilities.
- The student will be able to interpret, integrate and synthesize information in order to diagnose and plan age-appropriate and evidenced-based intervention for school-age children with language-learning disabilities. (Standard III-D)
- The student will demonstrate knowledge of and skill in selecting and administering age-appropriate screening and evaluation techniques and measurements for language and learning disabilities. (Standard III-D)
Course Requirements and Organization:
1)Course readings: Students are expected to complete readings prior to class and be prepared to participate in class. Participation includes asking relevant questions and commenting on or discussing appropriate issues.
2)Class attendance: Attendance is expected and records are kept.
- Baylor requirement: a minimum of 75% to receive course credit.
3) Examinations: There will be Three in-class exams. These exams will be based on assigned readings and class discussions/activities. The exam assesses mastery of topics from the class readings and lectures/ discussion. It consists of multiple choice and short answer questions.
25% each
Exam 1: 100 points possible
Exam 2: 100 points possible
Exam 3 (Final examination)100 points possible
4)Quiz/Question Fun: There will be three in-class Quizzes. These “quiz fun”experiences will be based on assigned readings and class discussions/activities. Each quiz will be used to prepare you for the more comprehensive examination at hand.. 10% total
5) Course Portfolio: “Integration of Research and Clinical Skills”
Two 1-2 page summaries/reactions of reading and class discussion. The entries should be primarily your summary and reaction to class with a relevant journal article integrated into your summary/reactions. These summaries must be typed and submitted in a folder. 15% total
***LATE ASSIGNMENTS/TESTS--10 POINTS LOST PER DAY
(ASSIGNMENTS ARE DUE AT THE BEGINNING OF CLASS).
Grading System
93-100 = A
90-92 = A-
88-89 =B+
80- 87 = B
78- 79 = C +
70- 77 = C
60- 69 = D
<60 = F
Course Outline/Schedule
WEEK / TOPIC and schedule of events / Readings1
January 10 / Course requirements/Syllabus
Overview
Role of SLP / 1)Syllabus
2) Overview
2
January 17 / 1)Convergences & Divergencies
2)Historical Perspectives
3)Defining/Classifying / 1)C & K Ch.1 & 3
2)Nelson, Ch 2, 3
3)Catts et al., LSHSS, 2001, 38-50
3
January 24 / 1)Oral and written language development / 1)C & K Ch. 2
2)Nelson, Ch 3
3)Lombardino, Ch 1
4
January 31 / 1)Causes and consequences/Genetics
2)Neurocognitive Factors / 1)Quiz 1: Chapter 3 (Thursday)
2)C & K Ch. 4
3)Nelson, Ch 5
4)Lombardino, Ch 2
5
February7 / 1)Causes and consequences/ Neurocognitive Factors / 1)C & K Ch. 4
2)Nelson, Ch 5
3)Lombardino, Ch 2
6
February14 / 1)Causes and consequences/Genetics
Exam 1 (Feb 16th) / 1)Exam over readings, lectures, and chapters assigned
2)Exam 1: Feb 9th (Chapters and readings)
7
February21 / 1)Evaluation Process
2)Emergent Literacy:
assessment and Intervention / 1)Nelson, Ch 11
2)Readings
3)Lombardino, Ch 3, 4
4)#1 Reflection paper—Feb 23rd
8
February28 / 1)Assessment and Intervention
PA—phonological / 1)C&K (Ch. 5)
2)Readings
9
March6 / 1)Assessment and Intervention
PA—phonological
2)Assessment and Intervention:
Comprehension
3)Quiz 2,- Ch 5March 6th / 1)C&K, Ch. 5, 6
2)Nelson, Ch 12, 13
3)Quiz 2, Ch 5: March 6th
4)TSHA—March 8-10
10
March 20 / 1)Assessment and Intervention:
Comprehension
2)Assessment and Intervention:
Vocabulary/Semantics
3)Exam 2: March 22nd / 1)C&K, Ch. 6, 7
2)Nelson, Ch 12, 13
3)Lombardino, Ch. 6
4)Exam 2: Chapters & Assigned Readings (March 22nd)
11
March27 / 1)Assessment and Intervention:
Vocabulary/Semantics
2)Review for Exam 2
3)Reflection paper—March 29th / 1)Assigned Readings
2)Lombardino; Ch. 6
3)#2 Reflection paper—March 29th
12
April3 / 1)Assessment and Intervention:
Syntax/Morphology / 1)C &K Ch 7
2)Nelson, Ch 13
3)Lombardino, Ch 6
4)Readings
13
April 10 / 1)Assessment and Intervention:
Written language / 1)C &K Ch 8, 9
2)Readings
14
April 17 / 1)Assessment and Intervention:
Written Language
2)Perspectives: English Language Learners, special populations / 1)C &K Ch 7
2)Nelson, Ch 13, 14
3)Lombardino, Ch 6
4)Diadeloso-April 19th
15
April 24 / 1)Perspectives: English Language Learners, special populations / 1)C &K Ch 7
2)Nelson, Ch 14
April 30 and May 1 Study Days / No classes meet / Study Days
May 4 / Final Examination / Friday, May 4, 2 p.m.
Final Exam: Covers all lectures, all chapters in texts, notes, and assigned readings
1