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Graduate Course Proposal Form Submission Detail - EDF7218
Tracking Number - 1624

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Current Status: Approved, Permanent Archive - 2007-11-08
Submission Type:
Course Change Information (for course changes only):

Detail Information

  1. Date & Time Submitted: 2007-10-18
  2. Department: Psychological & Social Foundations
  3. College: ED
  4. Budget Account Number: 172500
  5. Contact Person: Lisa Lopez
  6. Phone: 9741260
  7. Email:
  8. Prefix: EDF
  9. Number: 7218
  10. Full Title: Psychology of Oral and Written Language Developmen
  11. Credit Hours: 4
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): PSYCH LANG DEV
  19. Course Online?: -
  20. Percentage Online:
  21. Grading Option: R - Regular
  22. Prerequisites: Doctoral Student
  23. Corequisites: None
  24. Course Description: The course focuses on theoretical and empirical perspectives of monolingual and bilingual language and literacy development. A foundational understanding of language and literacy allows a student the ability to critically analyze practical implications.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Obtaining a foundational understanding regarding the development of language and literacy will provide the student the ability to better understand how a child develops within this area. Reviewing theories and empirical findings from an interdisciplinary
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course will serve as a psychological foundations course within the College of Education. All doctoral students are required to enroll in a psychological foundations course. Providing this course would best serve those students interested in the development of language and literacy from a psychological perspective. The faculty in Reading have endorsed this course and are encouraging their doctoral students to enroll in this course in meeting their psychological foundations requirement. Additionally students who have declared educational psychology as a cognate area will also be taking this course.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes this course was offered as an experimental topic two times.
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) The instructor must be a credentialed faculty member with a doctoral degree in developmental psychology, educational psychology, or a related field. A foundational understanding of research in the development of monolingual and bilingual language and literacy development is also necessary.
  29. Objectives: 1 Formulate questions with regard to the theoretical frameworks surrounding the research agenda in first and second language development.

    2 Understand how language develops in children.

    3 Review research on the different aspects of language and their importance.

    4 Identify different types of atypical language and literacy development.

    5 Review research on the different components related to comprehension and literacy instruction.

    6 Understand the role of linguistics in the development of language.

    7 Determine what aspects of language and literacy transfer across languages.

    8 Understand the home and school factors related to the development of first and second languages.

    9 Develop competency in the acquisition and reviewing of literature relating to language and literacy development.

  30. Learning Outcomes: Article Reflections

    Students are assigned class readings to be completed before the class meets. Each student is assigned as primary reader on one of the articles to be discussed. Students will be assigned their articles on the first day of class. The number of articles a student is assigned depends on the number of students enrolled in the course in the given semester. All other students will be considered secondary readers for these readings. The primary reader will be responsible for reading their assigned reading as well as finding a peer-reviewed journal article relating to the same topic as their assigned reading. This article can be a follow-up, a contrary discussion, or an article cited in the primary article. The reader will be responsible for discussing the assigned article along with their chosen article as part of the class discussion. The primary reader will be responsible for writing an article summary and critique on the two articles, along with a copy of the chosen article, to be submitted to the professor on the day the article is to be discussed.

    Blog entries

    A series of podcasts will be published in conjunction with the topics discussed in class. Students are required to maintain a blog using Blackboard in which they reflect on each podcast.

    Annotated Bibliography

    Students will be required to complete an annotated bibliography consisting of a minimum of 12 peer-reviewed journal articles. The articles should all relate to the topic chosen by the student for the literature review assignment. The annotated bibliography consists of each article being cited in APA format followed by a summary of the main points of the article (the abstract is not acceptable).

    Literature Review

    Students will choose a topic of interest to them related to language and literacy development. They will complete a (10 page minimum) literature review of the topic at hand. A podcast will also be developed by the student in which the topic of interest is discussed. Once published the podcast will act as an informational piece for the lay audience regarding the chosen topic. Topics must be approved by the professor to ensure that they not be too broad or too limiting. Plagiarism will not be accepted and will result in the student failing the course.

    Grant Proposal

    Students will write a grant proposal using the NIH or other approved funding agency grant writing guidelines (excluding the budget). The student will propose a research project to study an aspect of language and/or literacy development.

    Class Participation

    Students are expected to act as secondary readers on all readings for which they are not assigned as primary reader. As a secondary reader they are expected to contribute to the discussion initiated by the primary reviewer. Attendance is required.

  31. Major Topics: Defining Language and Literacy

    Understanding the theories of first language development

    Initial Communication Development

    Focus on Semantics and Phonology

    Focus on Morphology and Syntax

    Atypical Language Development

    Beginning Literacy with Language

    National Reading Panel: Teaching Children to Read

    The Development of Writing

    Literacy Impairments

    Understanding theories of second language acquisition

    Stages in the development of second language acquisition

    Applied Linguistics in second language acquisition


  32. Textbooks: Course packet

    Research articles

    Genesee, F., Paradis, J., & Crago, M.B. (2004). Dual Language Development & Disorders: A Handbook on Bilingualism & Second Language Learning. Baltimore, MD: Brookes Publishing.

  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy:
  37. Policy on Make-up Work:
  38. Program This Course Supports:
  39. Course Concurrence Information:

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