Undergraduate Course: Children with Language Impairments (PSYL10014)
Course Outline
| School | School of Philosophy, Psychology and Language Sciences |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course addresses the issue of why some children have difficulty acquiring spoken language, despite their development appearing to be relatively typical in other respects. |
| Course description |
While the vast majority of children acquire spoken language with remarkable speed and facility, some children experience significant difficulties with language development, despite their development appearing to be relatively typical in other respects. In this course, we will examine some key features of the difficulties encountered by children with specific language impairments (SLI) and will evaluate contrasting explanations for SLI (e.g. linguistic module deficits and general processing limitations). We will also consider how SLI may subsequently impact on other aspects of development, such as literacy skills and socio-emotional development, as well as the implications for educational policy and practice. The classes will involve a combination of lecturing and discussion. To help you participate effectively in class discussions, students will be expected to read a particular paper and think about some questions before coming to each class.
|
Information for Visiting Students
| Pre-requisites | Degree major in Psychology and passes in psychology courses at least to the equivalent of junior honours level in Edinburgh. Prior agreement with the 4th Year Honours Course Organiser |
| High Demand Course? |
Yes |
Course Delivery Information
|
| Academic year 2018/19, Available to all students (SV1)
|
Quota: 0 |
| Course Start |
Block 1 (Sem 1) |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
98 )
|
| Assessment (Further Info) |
Written Exam
100 %,
Coursework
0 %,
Practical Exam
0 %
|
| Feedback |
Not entered |
| Exam Information |
| Exam Diet |
Paper Name |
Hours & Minutes |
|
| Main Exam Diet S1 (December) | | 1:30 | |
Learning Outcomes
On completion of this course, the student will be able to:
- Describe the various types of difficulties that some children have in acquiring spoken language.
- Evaluate a range of theoretical accounts of these difficulties, drawing on relevant evidence from empirical research.
- Discuss the educational implications of research on children with language impairments.
|
Reading List
Bishop, D.V.M. (2006). What causes specific language impairment in children? Current Directions in Psychological Science, 15, 217-221.
Botting, N. (2005). Non-verbal cognitive development and language impairment. Journal of Child Psychology and Psychiatry, 46 (3), 317-326.
Leonard, L.B. (2009). Language symptoms and their possible sources in specific language impairment. In Bavin, E.L. (Ed.) The Cambridge Handbook of Child Language. Cambridge: Cambridge University Press. Chapter 24.
Tomblin, J.B. (2009). Children with specific language impairment. In Bavin, E.L. (Ed.) The Cambridge Handbook of Child Language. Cambridge: Cambridge University Press. Chapter 23.
Nash, M. and Donaldson, M.L. (2005). Word learning in children with vocabulary deficits. Journal of Speech, Language and Hearing Research, 48, 439-458.
Steele, S. C. and Mills, M.T. (2011). Vocabulary intervention for school-age children with language impairment: a review of evidence and good practice. Child Language Teaching & Therapy, 27 (3), 354-370.
Hsu, J.H. & Bishop, D.V.M. (2010). Grammatical difficulties in children with specific language impairment. Human Development, 53, 264-277.
Ebbels, S. (2014). Effectiveness of intervention for grammar in school-aged children with primary language impairments: a review of the evidence. Child Language Teaching & Therapy, 30, 7-40.
Colozzo, P., Gillam, R.B., Wood, M., Schnell, R.D. and Johnston, J.R. (2011). Content and form in the narratives of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 54, 1609-1627.
Norbury, C.F. and Bishop, D.V.M. (2003). Narrative skills of children with communication impairments. International Journal of Language and Communication Disorders, 38 (3), 287-313.
Durkin, K. & Conti-Ramsden, G. (2010). Young people with specific language impairment: A review of social and emotional functioning in adolescence. Child Language Teaching and Therapy, 26, 105-121.
St Clair, M.C., Durkin, K., Conti-Ramsden, G. & Pickles, A. (2010). Growth of reading skills in children with a history of specific language impairment: The role of autistic symptomatology and language-related abilities. British Journal of Developmental Psychology, 28, 109-131.
|
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | developmental psychology; language impairment |
Contacts
| Course organiser | Dr Morag Donaldson
Tel: (0131 6)50 3437
Email: Morag.Donaldson@ed.ac.uk |
Course secretary | Ms Stephanie Fong
Tel: (0131 6)51 3733
Email: S.Fong@ed.ac.uk |
|
|
University Homepage