CSD 614: School-Age Language Disorders
Kamhi
Fall, 2013
TH5:30 – 8:20
Course Objectives
Students will be able to:
- Differentiate between students with language learning disabilities.
- Identify students at risk for language learning disabilities
- Demonstrate knowledge of language, reading, writing, and spelling
development during the school years.
- Administer norm-referenced tests of language, reading, and writing.
- Assess language, reading, and writing using a variety of descriptive measures.
- Analyze and interpret assessment information.
- Identify procedures to improve language, phonological awareness, reading, writing, and spelling abilities.
- Use selected procedures to improve language and literacy skills.
Schedule of Events Readings
August
22Intro—teaching and learning
29 Role of the SLPASHA (2001) position statement (on BB)
September
5 Historical Perspectives—SLI, LD, RDPaul, Ch. 1, 11
Definition, identification, and classificationK&C, Ch. 3
Paul, Ch. 11
Catts et al., LSHSS, 2001, 38-50
12 Reading developmentKC, Ch. 2
19 Comprehension K&C, Ch. 6
26 Causes and consequencesK&C, Ch. 4
October
3 Midterm Exam
10 Writing/spelling developmentScott, in K&C (Ch. 9)
Ehri, TLD, 2000
Apel (presentation)
17 AssessmentPaul, Ch. 2 & 12
24 Reading instruction (word recognition)Al Otaiba, Ch. 6 in KC
Sopris West (Language!)
Lindamood, Wilson
31 Fluent word reading/VocabularyPaul, Ch. 13
NRP
November
7 Comprehension
Strategy-basedTorgesen—see PP on BB
Literature-based Kamhi—Ch. 6, Westby, Ch. 7
14 Spelling Westby, Ch. 9 in C&K
Paul, Ch. 15
Ruddell, Ch. 8
Scott, TLD, 2000
21 Writing
28ThanksgivingWestby (K&C—Ch. 10)
December
5 Presentations
Recommended Texts
Kamhi, A., & Cattts, H. (2012). Language and reading disabilities(3rd ed). Boston: Allyn & Bacon.
Paul, R. (2007). Language disorders from infancy through adolescence (3rd ed). St. Louis: Mosby.
Supplementary Texts
Bursuck, W., & Damer, M. (2007). Reading instruction for students who are at risk or
have disabilities. Boston: Allyn & Bacon.
Hirsch, E.D. (2006). The knowledge deficit: Closing the shocking education gap for American children. New York: Houghton Mifflin.
Kamhi, A., Masterson, J., & Apel, K. (2007). Clinical decision making in developmental language disorders. Baltimore: Brookes.
Nippold, M. (2008). Later language development. Austin, TX: Pro-Ed.
Report of the National Reading Panel: Teaching Children to Read (2000). .
Ruddell, R. (2002). Teaching children to read (3rd ed). Boston: Allyn & Bacon.
Ukrainetz, T. (2007). Contextualized language intervention. Greenville, SC: Thinking Publications.
Wallach, G. (2008). Language intervention for school-age students: Setting goals for academic success. St. Louis: Mosby.
Willingham, D. (2009). Why don’t students like school? San Francisco, CA: Wiley.
Reading Organizations
International Reading Association publishes three journals: Reading Research Quarterly, The Journal of Reading, and The Reading Teacher. Address is 800 Barksdale Rd. PO Box 8139, Newark, DE l9714.
The International Association of Dyslexia (IDA) publishes the Annals of Dyslexia
The Journal of Learning Disabilities is published l0 times per year by Pro-Ed, 8700 Shoal Creek Blvd., Austin, TX 78758; 512-451-3246.
The Council for Learning Disabilities publishes Learning Disability Quarterly. Address is CLD, PO Box 40303, Overland Park, KS 66204.
Society for the Scientific Study of Reading publishes Scientific Studies of Reading.
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Websites
Florida Center for Reading Research—
Course Requirements
1. Mid-term exam (25%)
2. Language and Reading Assessment Project (2-3 students): Review one comprehensive test of school-age level (CELF-4), two reading screening tests (DIBELs and the TOWRE), a diagnostic reading test (WRMT-R), and an informal reading inventory (Qualitative Reading Inventory). Reviews of each test should contain information about the purpose of the test and its reliability. For the CELF-5 and WRMR-R, I’d like you to indicate which subtests have questionable content validity. Content validityconsiders whether a test/subtest measures what it purports to measure.
I would also like you to provide some specific guidelines for assessingschool-age children’s spoken language abilities. Samples of narrative and conversational language are usually obtained to evaluate spoken language abilities. Indicate the types of analyses you will perform on the narrative and conversational samples to evaluate spoken language abilities (cf. Paul, 2007).(10%) (Due 10/24)
3. Experiential Project (write up 5-7 pages and oral presentation). (20%) (Due 12/5)
A. Tutor a school-age child for 6-8 weeks. You should have about 6-8 sessions with the child. The preference is for the student to have some kind of language learning problem, but you can work with a typically developing child if necessary. Write-up should describe what you did and the progress student made. Possible sites include Morehead Elementary and Grace Ministries (Glenwood area).
B. Interview an adolescent (>16) or adult who has a history of a readingor language-learning disability. (ADHD and ASD/Aspergers are not learning disabilities.) Ask questions about the nature of the disability, its developmental history, history of intervention, self-concept, social abilities, how the disability has affected the individual, etc. Read a book by someone with a reading/learning disability and at least two journal articles that address living with a disability.
4. Course portfolio: Six 2-3 page summaries/reactions of reading and class discussion----You can use entries to ask for clarification of anything discussed in class or in your reading. The entries should primarily be your summary and reaction to class with a relevant journal article or chapter integrated into your summary/reactions. These summaries can be handwritten in a notebook or typed and submitted in a folder. Notebooks or typed summaries need to be turned by noon on Thursday. Due dates are listed below. (15%)
At the end of the term, I would also like everyone to write a paragraph or two about the course…what you liked, coverage of topics (too much, too little), suggestions for future classes, etc. Turn these in on 12/6.
Group A: 8/29, 9/12, 9/26, 10/17, 10/31, 11/14,
Group B: 9/5, 9/19, 10/10, 10/24, 11/7, 11/21
5. Take-home final exam. Due at noon on 12/10. (25%)
6. Class attendance and participation. Only one excused absence is allowed. Students who miss more than one class will have their grade lowered. (5%)
Student Learning Outcomes
Standard III-B. The applicant must demonstrate knowledge of basic human communication processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.Outcomes / Areas / Evidence
1. The student will demonstrate knowledge of the linguistic, developmental and cultural bases of basic human communication in school-age children. / 4, 7, 8 / 1,3,4,6
Standard III-C. The applicant must demonstrate knowledge of the nature of language and learning disabilities, including the etiologies, characteristics, psychological, developmental, and linguistic and cultural correlates.
Standard III-D. The applicant must possess knowledge of the principles and methods of prevention, assessment and intervention for people with language and learning disabilities, including consideration of psychological, developmental and linguistic and cultural correlates of the disorders.
Outcomes / Areas / Evidence
1. The student will demonstrate knowledge of normal language, and reading development and factors that may negatively impact development in these areas. / 1 / 1,2,6
2. The student will demonstrate knowledge of ways to prevent or reduce the prevalence of language and learning disabilities in school-age children. / 1-5 / 1,2,6
3. 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. / 1 / 1, 2, 3,4, 5, 6
4.The student will 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. / 1-5 / 2,3,4,5,6
5. 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. / 1-5 / 2,3,4,5,6
Areas / Evidence
1 Language learning disabilities
2 -Receptive and Expressive Language
4 - Social Aspects
/ 1 – Article Reaction Papers
2 - Exams
3 - Presentations
4 - Case Examples
5 - Classroom Discussion