COM 307: Language and Literacy Development

Course Description

This course will focus on the linguistic components of literacy development and the significant role that both speech and language play within this development. Students will examine characteristics of delayed and disordered literacy development, and their link to speech and language development. Students will examine each of the 5 components of language (phonology, morphology, syntax, semantics and pragmatics) as they relate to literacy development. Students will be exposed to evidence-based intervention methods for delayed and disordered literacy development and the role of the speech language assistant within the prevention and intervention processes. (3 credits)

Prerequisites

COM 102: Introduction to Language and Communication Development
COM 103: SLPA Standards and Practices
ENG 101: English Composition 1
ENG 102: English Composition 2

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

Recognize the foundation that spoken language provides to the pre-literacy skills and the overall development of reading and writing.
Evaluate the reciprocal connection between spoken language and written language.
Explain how spoken language problems impact a child when learning how to read and write.
Explain how reading and writing problems impact a child's spoken language.
Discuss how to foster language acquisition for the purposes of preventing literacy problems.
Analyze the connection between the 5 components of language (phonology, morphology, syntax, semantics and pragmatics) and the 5 precepts of literacy (phonemic awareness, phonics, fluency, vocabulary, comprehension).
Distinguish the differences between preventative approaches, early intervention approaches, and the evidence based intervention approaches used in collaborative service delivery for language literacy skills, including those used in the Response to Intervention (CT: SRBI) tiers.
Describe specific learning activities that facilitate development of phonology, morphology, syntax, semantics, and pragmatics as they relate to literacy development.
Evaluate the role of the SLP and the SLPA in preventative approaches, early intervention approaches, and the evidence based intervention approaches used in collaborative service delivery for language literacy skills, including those used in the Response to Intervention (CT: SRBI) tiers.
Interpret the collaborative literacy team approach.

Course Activities and Grading

Assignments	Weight
Discussions (Weeks 1-8)	20%
Quizzes (Weeks 1, 2 & 7)	15%
Midterm Exam (Week 5)	20%
Research Paper (Week 7)	15%
Comprehensive Final Exam (Week 8)	30%
Total	100%

Required Textbooks

Available through Charter Oak's online bookstore

Moats, L.C. (2020). Speech to Print: Language Essentials for Teachers. 3rd ed. Paul H. Brookes Publishing Co., Baltimore, MD. ISBN-13: 978-1-68125-330-5
Moats, L.C., Rosow, B. L. (2020). Speech to Print Workbook: Language Exercises for Teachers. 3rd ed. Paul H. Brookes Publishing Co., Baltimore, MD. ISBN-13: 978-1-68125-333-6

Additional Required Materials

The following materials will be provided in Blackboard:

Scholarly articles

Course Schedule

Week	SLOs	Readings and Exercises	Assignments
1	1-4, 7,8,10	Topic: Overview of the Study of Language Readings: Textbook - Chapter 1, pp. 1-23 ASHA documents (located in course)	Read assigned material Participate in discussions Review the Lecture material Complete Identify Features of a Word’s Linguistic Structure and Meaning (non-graded) pages 4-9 of the Speech to Print workbook Complete Survey of Language Knowledge (non-graded) ) pages 4-9 of the Speech to Print workbook
2	1,3,6	Topic: The Sounds in Speech Readings: Textbook - Chapter 2, pp. 25-51	Read assigned material Participate in discussions Review the Lecture material Complete Quiz 1 Complete Speech to Print Workbook exercises 1-20, pages 12-28
3	1,2,6-9	Topic: Phonology - Studying the rules that govern how we combine our speech sounds Readings: “Elements of Reading: Phonics & Phonemic Awareness” (located in course)	Read assigned material Participate in discussions Review the Lecture material Complete Quiz 2
4	1-3,8,9	Topic: Phonological Processing Readings: Textbook - Chapter 3, pp. 53-91 additional articles in course	Read assigned material Participate in discussions Review the Lecture material Complete Speech to Print Workbook exercises 21-37 (pp. 38-57) (non-graded but strongly recommended)
5	1,2,7-9	Topic: The Link Between Phoneemes and Graphemes Readings: Textbook - Chapter 4, pp. 93-132 LSHSS Moats & Smith Derivational Morphology Document (located in course)	Read assigned material Participate in discussions Review the Lecture material Complete Midterm Exam Complete Speech to Print Workbook exercises 38-52 (pp. 69-91) (non-graded but strongly recommended)
Midterm Exam SLOs 1-4, 6-9
6	1,2,5-9	Topics: Morphology & Syntax: How Word Parts and Sentence Parts Work Readings: Textbook - Chapter 5, pp. 133-171 Textbook - Chapter 6, pp. 179-210 SRBI Vocabulary Instruction Strategies document (located in course)	Read assigned material Participate in discussions Review the Lecture material Complete Speech to Print Workbook exercises 53-68 (pp. 105-132) including Introductory Self-Assessment (pp. 106-107) (non-graded but strongly recommended) Complete Speech to Print Workbook exercises 69-86 (pp. 147-173) (non-graded but strongly recommended)
7	1,3,5-10	Topic: Semantics - Teaching Word Meaning & the Progression of Literacy Instruction Readings: Textbook - Chapter 7, pp. 215-247 Textbook - Chapter 8, pp. 253-275	Read assigned material Participate in discussions Review the Lecture material Complete Quiz 3 Submit Research Paper Complete Speech to Print workbook exercises 87-109 (pp. 189-220) (non-graded but strongly recommended)
8	1-10	Topics: Case Studies: Putting it All Together and Final Exam Readings: none	Participate in discussions Review the Lecture material Complete Final Exam Complete course evaluation
Final Exam SLOs 1-10

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.