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CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP
UNIVERSITY of VERMONT (Continuing Education) SLP Pre-
 Program CSD 094: The Development of Spoken Language (3 credits) Online Fall 2014
Instructor: Class Dates:
Kate Ross, MS, CCC-SLP August 25
 December 12, 2014
802-229-0296 (home office) Kathleen.ross@uvm.edu 
Course Description
 Development of Spoken Language
 focuses on the nature of speech and language development from infancy through school years. We will examine the developmental progression of phonology, syntax, semantics, morphology and pragmatics as well as various theoretical perspectives on communication development. The
importance of family and relationships in children‟s communication
acquisition is emphasized
. This course will provide a discussion of children‟s individual differences in
acquiring communication, including cultural aspects of first and second language acquisition, and an overview of communication disorders. The connections between oral speech, language and early literacy development are examined, leading to later literacy skills acquisition. This course is offered as a prerequisite course for students applying to a graduate program in communication science and disorders.
Course Objectives
This course will help students develop an understanding of:
the theories, processes, principles, and nature of communication development,
the developmental progression of phonology, syntax, semantics, morphology, and pragmatics,
individual differences in communication acquisition, including an overview of disorders,
the cultural and linguistic issues of second language acquisition,
the connections between oral speech, language and early literacy development,
the developmental course of emergent literacy skills
Required Text and Readings
Hulit, Lloyd M., Merle R Howard, & Kathleen Fahey (2011).
 Born to Talk An  Introduction to Speech and Language Development (5
Boston, MA: Pearson Education, Inc.
Supplemental readings will be assigned throughout the course as needed.
Readings are to be completed
the day assigned to prepare for the lecture.
CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP
Policy on Academic Honesty
The purpose of higher education
is to increase your understanding and abilities in the specific area studied. Tests, quizzes, exams, papers, and projects are assigned so that you can demonstrate your achievements, and they are graded to quantify your level of
achievement. Representing someone else’s work as your own and representing your work
as that of another subverts these purposes. Unless otherwise designated as group work,
all  graded work should be created by you and you alone.
I expect all posts and written work to be written in the
author‟s (that‟s you, the student!) own words
Plagiarism will not be tolerated.
You may not provide answers to quizzes and exams to other students or accept them from others. Direct quotes
 be marked with quotation marks or in italics and the source cited. If you slightly alter the work of others, you
cite the source.
In an online course, you may need to take additional steps
to ascertain your submitted work is your own. For example, you should be alone and disconnected electronically from others when you take examinations and quizzes online. You may not solicit or provide answers with your cell phone, via email or any other electronic device. You may not log on to a test using
another student‟s name, student number, or Social Security number. Doing so constitutes online
 impersonation and reaches a criminal level when done to harm or defraud. Representing someone
else‟s work as your own, or representing your work as someone else‟s, defrauds the university of
its credibility and reputation.
Students are encouraged to review the University‟s polic
y on academic honesty described in the
Cat’s Tale
to which they will be fully accountable in this course. This can be found online at: http://www.uvm.edu/cses/code_ai.html 
Copying Course Materials
Consistent with the University of Vermont‟s policy on intellectual property rights,
teaching and curricular materials (including but not limited to classroom lectures, notes, exams, handouts, and presentations) are the property of the instructor. Therefore, electronic recording and/or transmission of classes or class notes are prohibited without the express written permission of the instructor. Such permission is to be considered unique to the needs of an individual student (e.g. ADA compliance), and not a license for permanent retention or electronic dissemination to others.
Student Accommodations
It is the responsibility of all students seeking disability accommodations to self-identify  by contacting the appropriate Certifying Office and supplying adequate and comprehensive documentation of the disability. Students are encouraged to self-identify as early as possible. Accommodations cannot be made retroactively. For further information contact the ACCESS office (Accommodation, Consultation, Collaboration & Educational Support Services) at 802-656-7753 or online: http://www.uvm.edu/~access/ 
Religious Holidays
Students have the right to practice the religion of their choice. Students who miss class work for the purpose of religious observance should make arrangements with the course instructor to make up any work that they might miss.
Student Course Evaluation
As a matter of professional responsibility, all students are expected to complete a course/instructor evaluation at the end of the semester. Evaluations will be anonymous and confidential.
CSD 094 Fall 2013 Syllabus: Kate Ross MS CCC-SLP
Assignments (Specific instructions for assignments are on Blackboard)
Weekly Discussion Groups (14 @ 10 points each = 140 points)
There will be weekly discussion board questions, including small group work, with related q
uestions to the week‟s lectures & readings
 posted on Blackboard on
Mondays at 8:00 AM EST.
 You are expected to respond to these questions by
 of that week. You will then post to two
other student‟s responses by
Sunday midnight
 creating discussion thread
DUE by Sunday each wee
Quizzes (3 @ 20 points each = 60 points)
There will be three quizzes on weekly lectures & readings information. Quizzes will be short answer: multiple choice, true/false, and/or short essay.
Posted on Wednesdays 8AM EST and
Due by Sunday midnight EST of assigned wee
Communication Observation/Analysis of an 18
 30 month old child (50 points)
You will observe an 18
 36 month old child for at least an hour in a setting you choose (ex. childcare, home, preschool). You will analyze your observation
findings and write a summary report relating to the information you‟ve learned in
class lecture & readings, including outside research to support.
Be sure to include information relating to receptive and expressive language, how the child relates to others, pragmatic skills, and cognition skills as they relate to communication and include in your summary
how you feel the child is developing as a „whole child‟.
Written summary report will be at least 500 words.
DUE October 12, 2014 
Language Sample Analysis of 3
 5 year old (50 points)
You will receive an assigned language sample from me that you will analyze for the speech &
language components you‟ve been learning about in recent chapters.
You will write a summary of your analysis relating to the information
learned in class lecture & readings, including outside research to support. This written summary report will be at least 500 words.
DUE October 26, 2014 
Speech & Language Connections to Literacy Development (50 points)
You will research and analyze the connections between speech & language development and early literacy skills (methods of research are provided on instructions). You will summarize your findings relating to information y
learned in class lectures & readings, including outside research to support. The written report will be at least 500 words.
DUE November 9, 201
Diversity Reading Summary & Analysis: (50 points)
You will read at least two different articles from professional journals or from offered articles in Blackboard. One article will relate to cultural diversity and the second will relate to communication disorders or disabilities. Summarize each article thoroughly and thoughtfully, providing insights into what you learned and
how what you learned relates to what you‟ve learned in this class. Written
summary report will be at least 500 words.
DUE November 23, 2014 

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