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)
- 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.
General Education Outcomes (GEOs)
Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.
Course Activities and Grading
Discussions (Weeks 1-8)
Quizzes (Weeks 1, 2 & 7)
Midterm Exam (Week 5)
Research Paper (Week 7)
Comprehensive Final Exam (Week 8)
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
Readings and Exercises
Topic: Overview of the Study of Language
Topic: The Sounds in Speech
Topic: Phonology - Studying the rules that govern how we combine our speech sounds
Topic: Phonological Processing
Topic: The Link Between Phoneemes and Graphemes
SLOs 1-4, 6-9
Topics: Morphology & Syntax: How Word Parts and Sentence Parts Work
Topic: Semantics - Teaching Word Meaning & the Progression of Literacy Instruction
Topics: Case Studies: Putting it All Together and Final Exam
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.