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UNIVERSITY of VERMONT Continuing Education Speech Language Pathologists Assistants Program

CSD 094: The Development of Spoken Language (3 Credits) Online Summer 2013
Instructor: Kate Ross, MS, CCC-SLP 802-229-0296 Kathleen.ross@uvm.edu Course Description The Development of Spoken Language focuses on the nature of speech and language development from infancy through school years. It examines 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 childrens acquisition of language is emphasized. This course will provide a discussion of childrens individual differences in acquiring communication, including cultural aspects of first and second language acquisition. The connections between oral speech, language and early literacy development are examined, leading to later literacy skills acquisition. 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, 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 (5th ed.).Boston, MA: Pearson Education, Inc. Supplemental readings will be assigned throughout the course as needed.
Readings are to be completed before the day assigned to prepare for the lecture.

Class Dates: June 17 July 12, 2013

University of Vermont, CSD 094, Development of Spoken Language Summer 2013; K. Ross

Policy on Academic Honesty Students are encouraged to review the Universitys policy on academic honesty described in the Cats Tale to which they will be fully accountable in this course. This can be found online at: http://www.uvm.edu/~dosa/handbook/?Page=Academic.html Student Accommodations It is the responsibility of all students seeking disability accommodations to selfidentify 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 should submit in writing to the instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. 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.

Copying Course Materials Consistent with the University of Vermonts 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. Expectations and Requirements and Late Assignments Class participation is mandatory and will be evidenced through weekly online discussion groups, quizzes, and/or assignments. The quality of work produced to fulfill the course assignments will affect your grade. Late assignments will be graded accordingly one point will be deducted for each day late. Disclosure of Grades
This course follows the guidelines of the Family Educational Rights and Privacy Act (FERPA).

University of Vermont, CSD 094, Development of Spoken Language Summer 2013; K. Ross

Assignments (Specific Assignment Instructions and Scoring Rubrics are included


within the assignment sections on Blackboard) Weekly Discussion Groups (4 @ 25 points each = 100 points) There will be weekly discussion boards through this semester. Related questions to the weeks lectures/readings/power point will be posted on Blackboard on Mondays at 8:00AM. You are expected to respond to that posting by Thursday of that week. You will then post to two other students responses by Sundays at midnight creating a discussion thread. You may be placed in a small group situation to discuss specific information, still creating a discussion thread. Due by Sunday each week. Weekly Quiz (4 @ 25 points each = 100 points) There will be four quizzes on weekly lectures/readings/power point information. Quizzes will be of a short answer manner: multiple choice, true/false, and short essay. Due by Sunday each week.

Communication Observation/Analysis of an 18 36 month old child (50 points)


You will observe an 18 36 month old child for at least one hour in a setting you choose (ex. home, childcare, preschool, summer camp). You will write a summary of your observation and analyze your findings relating to the information youve learned in class lectures & readings, along with outside research to support as needed. 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. An alternative is to watch the video entitled Babies.
Choose one of the children to follow all the way through the movie. This

report will be at least 500 words.

written DUE JULY 7, 2013

Speech-Language Connections to Literacy Development (50 points) You will research and analyze the connections between oral speech, language and early literacy development (three methods of research are provided on instructions). You will summarize your findings relating to information youve learned in class lectures/readings/power point, along with outside research to support as needed. The written report will be at least 500 words. DUE JULY 12, 2013 Grading Summary: Discussion Groups (4 @ 25 points each 100 Quizzes (4 @ 25 points each)..100 Communication Observation (8 -24 mo. old)........50 Speech and Language Connections to Early Literacy.......50

University of Vermont, CSD 094, Development of Spoken Language Summer 2013; K. Ross

Points to Grades:
279 300 points = A 268 278 points = A199 207 points = D+ 190 198 points = D 178 189 points = D259 267 points = B+ 250 258 points = B 238 249 points = B229 237 points = C+ 220 228 points = C 208 219 points = C-

<178 points = F

Schedule of Meetings, Readings, and Assignments:


Week Of: June 17, 2013 June 23, 2013 Topics - Introductions - A Connection of Brains - Language Acquisition: A Theoretical Journey - Cognitive Development: Building a Foundation for Language - The Building Blocks of Speech - In the Beginning: Communication Development from Birth to 2 Years - In the Beginning: Communication Development from Birth to 2 Years - The Saga Continues: Language Development - the Preschool Years - Taking Language to School and into Adulthood - Language Diversity: Regional & Social/Cultural Differences Read Chapter 1 Chapter 2 Appendix (pp. 432-443) Additional readings Chapter 3 Assignment DUE: 1. Introductions 2. Discussion Board 3. Quiz

June 24, 2013 June 30, 2013

Chapter 7 Appendix (pp. 415 432) Chapter 4 (pp. 116 151) Additional readings Chapter 4 (pp. 151 185)

DUE: 1. Discussion Board 2. Quiz

July 1, 2013 July 7, 2013

Chapter 5 Additional readings Chapter 6

July 8, 2013 July 12, 2013

Chapter 8 Additional readings

DUE: 1. Communication Observation & Analysis of 8 24 month old child 2. Discussion Board 3. Quiz DUE: 1. Speech-Language Connections to Literacy 2. Discussion Board 3. Quiz

University of Vermont, CSD 094, Development of Spoken Language Summer 2013; K. Ross

Guidelines for working online:


1. Instructor will post lecture, power point, and questions regarding the lecture information and reading assignments on Monday by 8:00 AM of assigned week. 2. Students will be expected to respond to the discussion board questions no later than Thursday 9:00 PM. 3. On the discussion board, students must respond to two other students postings by the following Sunday of that week by midnight. Example of weekly schedule: i. During the week of June 20: Monday, June 18 Instructor will post lecture, power point, and questions by 8:00 AM Thursday, June 21 Student will respond to questions Sunday, June 24 Student will respond to two other students responses on the discussion board (quizzes will be exempt from further response) by Midnight NOTE: This means you are expected to be checking in online to Blackboard at least three times weekly. 4. Further student posting is performed via asking questions or commenting on what others posted by Thursday. Length of responses can vary, but at least 125 words are expected (that is page of text, single-spaced). This will be the equivalent of a face-to-face class discussion. Your responses indicate presence and participation in weekly work. Attendance is mandatory at least 3 times weekly. 5. Because this learning medium poses a lack of facial expressions, body gestures, and tone of voice (non-verbal cues that impact additional meaning upon a verbal message), it is important to present the written message in a thoughtful, clearly organized and respectful manner. Please proofread all text carefully before hitting the send button! 6. When responding to the instructor or a classmate, please be sure to include the original question or comment in your answer. This way other participants in the discussion can understand the context of your response. This often is a problem when we work through threads within discussion board. 7. Change the subject line in your posting to reflect the content of your post. Example: To John: Re: Marys response to Question #2 8. Please do not type in all capital letters as it comes across as SHOUTING! 9. At all times, please be respectful of others opinions and ideas in your own postings. I will remove abusive and/or inappropriate posts as I become aware. Such postings will not be counted toward the discussion board grade. 10. Always proofread and spell-check your message before posting. Helpful questions to ask prior to sending include: Have I completely answered the question? Do my sentences make sense? Is this message confusing? How would I feel if I was reading this post? University of Vermont, CSD 094, Development of Spoken Language Summer 2013; K. Ross 5

Is there something in the way that I have phrased my response or in the tone of the message that might be offending or hurtful to another person? 11. Try to resolve any misunderstandings regarding a post within the discussion board forum. Keep posts as neutral as possible, asking for clarification of intention and meaning when necessary. If you feel uncomfortable working with a fellow student in such a manner, please email me directly for support. 12. Always respect the privacy of others in the class. Please do not email class members directly unless that student has granted you permission to do so. And please do not share information about other class members with persons not enrolled in the class, unless you have permission from that member. 13. Regular attendance is mandatory. I suggest logging in a minimum of 3 times per week. You will be expected to post a substantive contribution to the discussion at least twice a week (i.e. original response to instructor question and response to other students within discussion boards), more often if requested. Please remember that the responses and learning of your peers depends upon your timely contributions. You will learn just as much if not more from each other as you do from me. 14. All assignments, including readings will be posted online. You are expected to comment on and provide feedback to one another on these assignments. 15. Before posting an assignment, please review the description of the assignment to be certain you have addressed all necessary requirements. Remember to check grammar, spelling, and clarity of the message. 16. If at any point in time you feel you are struggling in this course, please contact me so that we can work together on the issues. But you need to communicate with me, as I may not recognize the matter until it is perhaps too late. My contact information is listed on the syllabus. My goal is that all students succeed and gain the necessary information. 17. As you post, keep the following in mind: Timeliness (check the discussion frequently) Confidentiality (remember we are working with young children do not use the names of children or families change name or use one initial) Provide civil, supportive and constructive criticism No side conversations (i.e. private emails or conversations that dont include the whole group) Cite all quotes, references, and sources If posting a long message, please forewarn your readers Be careful if choosing to use humor doesnt always go over well without the non-verbal cues

University of Vermont, CSD 094, Development of Spoken Language Summer 2013; K. Ross