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2023/2024

Educational Foundations of Speech Therapy

Code: 101702 ECTS Credits: 9
Degree Type Year Semester
2500893 Speech therapy FB 1 2

Contact

Name:
Nayme Daniela Salas
Email:
nayme.salas@uab.cat

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.

Teachers

Patricia Alvarez Cabrera

Prerequisites

Good command of spoken and written Catalan is essential in order to be able to complete most tasks and activities. All evaluations will be written in Catalan and will not be translated. Sufficient reading comprehension skills in English are recommended, given that there are mandatory readings in this language.  

 

 


Objectives and Contextualisation

This course provides insights on the teaching and learning processes of spoken and written language at school, particularly in elementary school. Given that one potential profile for speech therapists (ST) is a ST who works in a school environment, it is regarded as fundamental that Speech Therapy students are offered an overview about the theoretical grounds and the didactic approaches for oral language and literacy processes.

Upon completion of the program, the student will be able to,

  • Know the theoretical foundations and the spoken and written language processes in a school setting.

  • Analyze and value reading and writing processes in their initial stages.

  • Apply adequate strategies to provide support to the development and production of spoken and written language.

  • Conduct critical analyses of teaching materials aimed to teach language (spoken and written).

  • Understand that the effective teaching of spoken and written language has repercussions across the entire curriculum.

  • Be able to integrate different sources of knowledge that influence spoken and written language acquisition: psycholinguistic, linguistic, and didactic approaches.

  • Understand and analyze language teaching and learning processes and interpret intervention approaches.

  • Understand the role of the different languages involved in linguistics education. 


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Adapt one's communication to various audiences in accordance with age, pathology, etc.
  • Analyse and synthesise information.
  • Find, evaluate, organise and maintain information systems.
  • Have a strategic and flexible attitude to learning.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • Integrate the foundations of biology (anatomy and physiology), psychology (evolutionary processes and development), language and teaching as these relate to speech-therapy intervention in communication, language, speech, hearing, voice and non-verbal oral functions.
  • Managing communication and information technologies.
  • Master the terminology that facilitates effective interaction with other professionals.
  • Organise and plan with the aim of establishing a plan for development within a set period.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand, integrate and relate new knowledge deriving from autonomous learning.

Learning Outcomes

  1. Analyse a situation and identify points for improvement.
  2. Analyse and synthesise.
  3. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  4. Correctly use the terminology related to language teaching.
  5. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  6. Describe and relate the pedagogical foundations of speech therapy: school organization, oral and written language teaching and learning processes.
  7. Explain the role of speech therapists in school.
  8. Have a strategic and flexible attitude to learning.
  9. Identify situations in which a change or improvement is needed.
  10. Identify the social, economic and/or environmental implications of academic and professional activities within one's own area of knowledge.
  11. Managing communication and information technologies.
  12. Organise and plan with the aim of establishing a plan for development within a set period.
  13. Propose new experience-based methods or alternative solutions.
  14. Propose viable projects and actions to boost social, economic and/or environmental benefits.
  15. Search, evaluate, organise and maintain information systems.
  16. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  17. Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  18. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  19. Understand, integrate and relate new knowledge deriving from autonomous learning.
  20. Use appropriate communication strategies for children of different ages.
  21. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.

Content

Theoretical sessions 

Teaching and learning oral language

1.1 Introduction: key concepts in oral language and oral language instruction

1.2 Verbal and communicative interaction: teaching proposals and educational resources

1.3 The school context as a communicative space: oral language as a tool for communication.

1.4 The school context as a learning space: oral language as a tool to reflect upon language.

2. Teaching and learning written language

2.1 The importance of written language from a social, psycholinguistic, and educational perspective

2.2 Writing processes: models.

2.3 Reading comprehension: models

2.4 The role of executive functions in literacy 

2.5 The development of writing and reading comprehension

2.6 Teaching writing and reading comprehension

2.7 Spelling: acquisition, impact on writing processes, and teaching.

2.8 Word identification: acquisition, impact on reading processes, and teaching.

 

Practical sessions

Library seminars: School organization and the development of numeracy.

ICT seminars: Searching, interpreting, and using scientific evidence to support language instruction. 


Methodology

The course puts the student at the center of the teaching-learning process. Under this premise we have planned the teaching methodology and the formative assessment activities, which are detailed below.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Small-group activities to discuss in depth issues related to the use of ICTs and language to provide support to the development of spoken and written language 18 0.72 19, 6, 7, 8, 4, 20, 11
Whole-class activities. Presentations by the lecturers of the course of the main contents of the program. Students are encouraged to actively participate as much as possible. 60 2.4 2, 19, 6, 7, 8, 4, 20
Type: Supervised      
Participation in debates on the online campus (Campus Virtual). Online tutorials. In-person tutorials. 19.7 0.79 2, 15, 19, 6, 12, 8, 4, 11
Type: Autonomous      
Bibliographical search and article reading. Monographic essays on detection of difficulties and the teaching of written language. Essays on the use of ICT and children's books for the teaching of literacy 117 4.68 5, 2, 3, 1, 15, 19, 6, 7, 10, 9, 12, 13, 14, 16, 8, 4, 11, 21

Assessment

The assessment of the course will take place throughout the semester in the form of a series of learning-evidence activities, which are detailed in the grid below (EV1, EV2, etc.). Students must deliver all activities or they will not pass the course. Non-delivered activities will receive a mark of 0. It should be noted that a student who has delivered activities that amount to 40% or more of the final mark for the course will be regarded as having taken the course and, thus, will have a final mark. Otherwise, the final qualification will be “no presentat” (absent). 

The final grade for the subject will be the result of the weighted mean of all learning-evidence activities. In order to pass the course, the student must have obtained a weighted mean of 5 or more across all learning-evidence activities. However, no single learning-evidence activity will be included in the calculation of the weighted mean if it has a mark of less than 4.

Reassessment: Students may be reassessed of any learning-evidence activities if (1) any of the learning-evidence activities has received a mark under 4, or (2) their weighted mean mark does not reach a minimum of 5 points. Please, note that only learning-evidence activities that have been delivered can be reassessed. The reassessment process only allows students to obtain a maximum mark of 5 for each activity that is reassessed; this means that failed activities may get a final grade of 5, at most. Afterwards, the corresponding mark will be weighted in order to maintain the weight relationship across all other activities. Finally, reassessment cannot be used to increase a mark. Seminar activities CANNOT BE REASSESSED. 

For more information on assessment criteria, please visit https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.htm.  

Code

Description

Weight

Format        (spoken, written, both)

Authorship (individual, group or both)

Modality (in-person, virtual or both)

Assessment period

EV1

Written exam: Written language bloc 1

20%

Written

Individual

in-person

First assessment period

EV2

Written exam: Written language bloc 2

20%

Written

Individual

in-person

Second assessment period

EV3

Written exam: Oral language bloc

20%

Written

Individual

in-person

Second assessment period

EV4

Brief research project on literacy development

10%

Written

Group

n/a

End of May

EV5

Library and ICT seminars

30%

Several modalities

Individual and group

in-person

TBD

Attendance. Attendance to, at least, 80% of the seminar activities (Library seminars and ICT seminars) is mandatory. If the attendance requirement is not met (whether for justified reasons or not), the grade for this learning evidence will equal 0 (zero). If a student does not attend a seminar where an assessmentactivity takes place, they will receive a grade of 0 for that activity, regardless of whether the activity was to be completed individually or in groups. Please, note that a grade of 0 in Ev5 does not prevent a student from carrying out all other assessments, which will maintain their relative weight to calculate the final grade for the subject.

Single assessment. This subjects offers students the option to concentrate all assessment in a single date during the second assessment period (at the end of the course). Such evaluation will consist of two oral exercises (one for the oral language block and another one for the written language block). The weight of each exercise towards the final grade will be quivalent to the continued assessment weights: the oral-language exercice will contribute 20% of the final grade for the subject, while the written-language exercise, will contribute 50%. Opting for the single assessment option does not exempt students from attending the Library and ICT seminars in person and with an obligatory assistance rate of, at least, 80%. The grade derived from the seminars will add the remaining 30% of the final grade of the single assess,emt (just like the continued assessment). If a students does not attend at least 80% of all seminar sessions, we will proceed in the same manner as with the continued assessment: 30% of the final grade will be assigned a grade of 0.

The final grade of the single assessment will be the weighted mean of the two oral exercises and the seminars’ grade, and must be equal or over 5 to pass the subject. If the grade in either exercise was below 4, the grade cannot be averaged with the rest and the students would have failed the single assessment. In such instance (fail), the student has the right to be reassess, in an exam of the exact same characteristics (two oral exercices).

Note: No unique, final synthesis test for students who enrole for the second timeor more is anticipated.


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1. Written exam: Written language block 1 20% of the final mark 2 0.08 2, 15, 19, 6, 10, 12, 18, 17, 8, 4
EV2. Written exam: Written language bloc 2 20% of the final mark 2 0.08 2, 15, 19, 6, 7, 12, 18, 8, 4
EV3. Written exam: Oral language bloc 20% of the final mark 2 0.08 2, 19, 6, 7, 18, 8, 4, 20
EV4. Brief group research project on the development of written language 10% of the final mark 2 0.08 5, 2, 3, 1, 15, 19, 6, 7, 10, 9, 12, 13, 14, 18, 17, 16, 8, 4, 20, 11, 21
EV5. Library and ICT seminars 30% of the final mark 2.3 0.09 2, 15, 19, 6, 7, 12, 18, 8, 4, 20, 11

Bibliography

BASIC LITERATURE*

ALVES, R., LIMPO, T., SALAS, N., JOSHI, M. (2018). Handwriting and spelling. S. Graham, C.A. MacArthur, M. Hebert (Eds.) Best practices in writing, 3rd Edition. The Guilford Press.

COLTHEART, M. (2005). Modeling reading: The dual-route approach. M. Snowling & C. Hulme (eds.), The Science of Reading. London: Blackwell, p. 6-23.

DIAMOND, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.

DUKE, N. K., WARD, A. E., PEARSON, P. D. (2021). The science of Reading comprehension instruction. The Reading Teacher, 74(6).

FLOWER, L., HAYES, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.

HAYES, J. R. (2011). Kinds of knowledge-telling: Modeling early writing development. Journal of Writing Research, 3(2), 73-92.

GRAHAM, S., HARRIS, K. R. (2009). Almost 30 years of writing research: Making sense of it all with The Wrath of Khan. Learning Disabilities Research & Practice, 24(2), 58-68.

KESANE, I., RUIZ, L. (2010).  Contribucions de la comunitat científica internacional sobre aprenentatge de la lectura i superació del fracàs escolar. Temps d'Educació, 38, 115-134.

LLAURADÓ, A., DOCKRELL, J. (2019). Children’s plans for writing: Characteristics and impact on writing performance. Journal of Literacy Research, 51(3), 336-356.

MCCUTCHEN, D. (2000). Knowledge, processing, and working memory. Educational Psychologist, 35, 13-23.

MORENO FERNÁNDEZ, F. (2002). Producción, expresión e interacción oral. Madrid: ArcoLibros.

NOUWENS, S., GROEN, M. A., KLEEMANDS, T., VERHOEVEN, L. (2021). How executive functions contribute to reading comprehension. British Journal of Educational Psychology, 91, 169-192

PERFETTI, C. A., LANDI, N., OAKHILL, J. (2005). The acquisition of reading comprehension skill. M. Snowling & C. Hulme (Eds.) The Science of Reading. Blackwell Publishing, p. 227-242.

REYZABAL, M . V. (1993). La comunicación oral y su didáctica. València: La Muralla. 

SALAS, N. SILVENTE, S. (2019). The role of executive functions and transcription skills in writing: a cross-sectional study across 7 years of schooling. Reading & Writing, 33, 877–905.

SCARDAMALIA, M., BEREITER, C. (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y aprendizaje, 15(58), 43-64.

TOLCHINSKY, L. (2013). L’aprenentatge de l’escriptura i les seves dificultats. Ll. Andreu i Barrachina (coord.). Transtorns d’aprenentatge de l’escriptura i de les matemàtiques. UOC.

TREIMAN, R. (2017). Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21(4), 265-276 

VILA i SANTASUSANA, M. (Coord.) (2002). Didàctica de la llengua oral formal. Barcelona: Graó.

 

COMPLEMENTARY LITERATURE

ALVES, R. A., LIMPO, T., JOSHI, R.M. (2020). Reading-writing connections: towards integrative literacy science (Vol. 19). Springer Nature.

ANDREU-BARRACHINA, Ll. (Coord.). (2013).L’adquisició de la lectura i les seves dificultats. Barcelona:UOC.

BIGAS, M., CORREIG, M. (2000). Didáctica de la lengua en la educación infantil. Madrid: Síntesis.

BRUNER, J. (1985). La parla dels infants.  Vic: EUMO.

FERREIRO, E.,& TEBEROSKY, A. (1979). Los sistemas de escritura en el desarrollo del niño. México: Siglo XXI.

FIDALGO, R., & GARCÍA, J. N. (2008). El desarrollo de la competencia escrita a través de una enseñanza metacognitiva de la escritura. Cultura y Educación, 20(3), 325-346.

GENERALITAT DE CATALUNYA. Departament d'Ensenyament (2003). L’ús del llenguatge a l’escola. Propostes d’intervenció per a l’alumnat amb dificultats de comunicació i llenguatge.

GRAHAM, S. & PERIN, D. (2007). Writing next: effective strategies to improve writing of adolescents in middle and high schools. Nova York: Carnegie Corporation.

GRAHAM, S., MACARTHUR, C. A., & FITZGERALD, J. (Eds.). (2013). Best practices in writing instruction, 2nd editon. Guilford Press.

HARRIS, S., GRAHAM., MASON, L., FRIEDLANDER, B. (2008). Powerful writing strategies for all students. Paul H. Brookes Publishing.

LIMPO, T., OLIVE, T. (2021). Executive Functions and Writing. Oxford University Press.

MACARTHUR, C. A., GRAHAM, S., & FITZGERALD, J. (Eds.). (2006). Handbook of writing research. 1st Edition. Nova York:Guilford Press.

MACARTHUR, C. A., GRAHAM, S., & FITZGERALD, J. (Eds.). (2016). Handbook of writing research. 2nd Edition. Nova York:Guilford Press.

PALOU, J. et al. (2005).  La llengua oral a l'escola: 10 experiències didàctiques. Barcelona: Graó.

RUIZ BIKANDI, U. (2000). Enseñar la lengua oral. dins Didáctica de la segunda lengua en Educación Infantil y Primaria, U. Ruiz Bikandi (ed.). Madrid: Síntesis.

SÁNCHEZ CANO, M. (1999). Aprenent i ensenyant a parlar. Lleida: Pagès Editors.

SÁNCHEZ CANO, M. (coord.) (2009). La conversa en petits grups a l'aula. Barcelona: Graó.

SNOWLING, M. J., & HULME, C. (Eds.). (2005). The science of reading: A handbook. Oxford: Blackwell Publishing.

TOLCHINSKY, L. (1993). Aprendizaje del lenguaje escrito. Procesos evolutivos e implicaciones didácticas. Barcelona: Anthropos.

TOLCHINSKY, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Psychology Press.

TOUGH, J. (1987).: El lenguaje oral en la escuela. Madrid : Visor /MEC.

 


Software

Not applicable