UNIVERSITY of VERMONT Continuing Education Speech Language Pathology Assistants Program

CSD 094: The Development of Spoken Language (3 Credits) Online Summer 2014
Instructor: Kate Ross, MS, CCC-SLP 802-229-0296 (home/office) 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. 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 acquisition of language 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. The connections between oral speech, language and early literacy development are examined, leading to later literacy skills acquisition.

Class Dates: June 16 – July 11, 2014

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. All readings are to be completed before the day assigned to prepare for the lecture.

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 subvert these purposes. Unless otherwise designated as group work, all graded work

University of Vermont, CSD 094, Development of Spoken Language Summer 2014; K. Ross

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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 must be marked with quotation marks or in italics and the source cited. If you slightly alter the work of others, you must 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 policy 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

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 802656-7753 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 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.

Disclosure of Grades

This course follows the guidelines of the Family Educational Rights and Privacy Act (FERPA).

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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. Please carefully read the “Guidelines for Working Online” that follow.

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 with related questions to the week‟s lectures & readings posted on Blackboard on Mondays at 8:00AM. You are expected to respond to those quesstions by Thursday of that week. You will then post to two other student‟s responses by Sundays at midnight – creating a discussion thread. You may be placed in a small group situation to discuss specific information. Due by Sunday each week.

Weekly Quiz

(4 @ 25 points each = 100 points)
There will be four quizzes on weekly lectures & readings information. Quizzes will be of a short answer manner: multiple choice, true/false, and short essay. Available on Wednesdays at 8:00 AM. Due by Sunday midnight 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 you‟ve 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‟. The written report will be at least 500 words. DUE JULY 6, 2014

Speech-Language Connections to Literacy Development

(50 points)

You will research and analyze the connections between oral speech, language and early literacy development (3 methods of research provided on instructions). You will summarize your findings relating to information you‟ve 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 13, 2014

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 3 University of Vermont, CSD 094, Development of Spoken Language Summer 2014; 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 16, 2014 June 22, 2014 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 Chapter 7 Appendix (pp. 415 – 432) Chapter 4 (pp. 116 – 151) Additional readings Chapter 4 (pp. 151 – 185) 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 Assignment DUE: 1. Introductions 2. Discussion Board 3. Quiz

June 23, 2014 June 29, 2014

DUE: 1. Discussion Board 2. Quiz

June 30, 2014 July 6, 2014

Chapter 5 Additional readings Chapter 6

July 7, 2014 July 13, 2014

Chapter 8 Additional readings

University of Vermont, CSD 094, Development of Spoken Language Summer 2014; K. Ross

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Guidelines for working online:
1. As you take an online class, take into consideration:  A traditional face-to-face 3-credit course requires 45 hours per semester of direct contact time with the instructor meaning about 3 hours per week of direct contact time for a 15-week course. In addition to the weekly time together, there is time for reading, absorbing, and analyzing assigned materials and completing assignments – typically about 6 hours per week = 9 hours/week. To estimate study hours per week per course check this link: (http://www.usu.edu/arc/idea_sheets/pdf/estimate_study_hours.pdf)  With the above information, it can be safely stated that in order to complete a 3credit online course, you are expected to fully participate at least 9 hours per week for a 15-week course. For a compressed 4-week 3-credit course, this would translate to about 36 hours per week. Safely, I would estimate you work 4-5 hours per day for a summer intensive course.  Find a quiet space where you can complete both virtual „face-to-face‟ time and weekly assignments. Have all materials at the ready as you begin your lecture videos. 2. 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 subvert these purposes. Unless otherwise designated as group work, you and you alone are to create all graded work unless otherwise advised. 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 must be marked with quotation marks or in italics and the source cited. If you slightly alter the work of others, you must cite the source. 3. 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. 4. Instructor will post lecture, power point, and questions regarding the lecture information and reading assignments on Monday by 8:00 AM of assigned week. 5. Students are expected to respond to the discussion board no later than Thursday midnight EST. 6. On the discussion board, students must respond to two other student‟s postings by the following Sunday of that week by Midnight EST. Example of weekly schedule: Monday – Instructor will post lecture, power point, and questions Thursday – Student will respond to questions Sunday– Student will respond to two other student‟s responses on the discussion board (quizzes are exempt from further response)

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7. 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 ¼ page of text, single-spaced). Remember: this is the equivalent of a face-toface class discussion, so be thoughtful and informative. 8. 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! 9. When responding to the instructor or a classmate, please be sure to include the original question or comment in your post. In this way other participants in the discussion can understand the context of your response. Change the subject line in your posting to reflect the content of your post. Example: “To John: Re: Mary‟s response to Question #2” 10. Please do not type in all capital letters as it comes across as “SHOUTING!” 11. At all times, please be respectful of other‟s 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. 12. 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 read this post?  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? 13. Try to resolve any misunderstandings regarding a post within the discussion board forum. Keep posts as neutral as possible, asking for clarification and meaning when necessary. If you feel uncomfortable working with a fellow student, please feel free to email me directly for support. 14. 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. 15. Regular weekly attendance is mandatory. I recommend 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 at least two other students within discussion boards), more often if requested or desired. Please take the responsibility to respond clearly and thoroughly. 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. Essentially, you are „teaching‟ your peers a certain aspect of the information that you‟ve learned for the week. They will be relying on you to be thoughtful and present the information as best you can so that they can understand it, perhaps better. Long posts are not necessary (though at least 125 words is expected), though thorough, carefully thought out presented information is expected. The more discussion the better! But do remember that reading long posts takes time and time is precious – Please stay within guidelines. 16. Instructor will post all assignments, including readings online. Occasionally you may be asked to provide feedback to fellow classmates on assignments. 17. Before posting an assignment, please review the description of the assignment and the rubric to be certain you have addressed all necessary requirements. Remember to check grammar, spelling, and clarity.

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18. Please remember . . . as you post in the Discussion Board, keep the following in mind:  Timeliness (check the discussions frequently)  Confidentiality (remember we are working with 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 don‟t include the whole group)  Appropriately cite all quotes, references, and sources  If posting a long message, please forewarn your readers - everyone is busy, so the longer your posts and responses, the more time you are asking of your peers and the instructor –please stay within the suggested word counts – be concise, but thorough  Be careful if choosing to use humor – it doesn‟t always go over well without supporting nonverbal cues 19. 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. 20. Quizzes will be available mid-week, typically on Wednesday at 8:00 AM.

University of Vermont, CSD 094, Development of Spoken Language Summer 2014; K. Ross

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