Undergraduate Course: Development of language, literacy and communication (PSYL10106)
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 3 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | The overall aim of this course is to enhance students' ability to reflect critically on research into the development of language, literacy and communication in children and young people. The course aims to help students (a) learn how to use empirical evidence to evaluate contrasting theoretical perspectives in developmental psychology and (b) understand how developmental theories and findings can be applied to educational and societal issues. These aims will be addressed by considering such issues as:
The nature of the interplay between biological and environmental influences on language development
The extent to which language development can be explained as a socially-driven phenomenon or as based on cognitive processes internal to the child
How linguistic development both influences and is influenced by other aspects of development (e.g. cognitive, social, communicative), and the implications this has for children's success in formal education
How literacy development (learning to read and write) in the school years and adulthood builds on but differs from spoken language development in the preschool years
How theoretical accounts of reading and writing difficulties can both inform and be informed by approaches to literacy instruction.
The aims and content of this course are complementary to those of Conceptual development in children: Thinking, reasoning, and social cognition.
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| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
Psychology 2 (PSYL08002)
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | Visiting students should have at least 3 Psychology courses at grade B or above (or be predicted to obtain this). We will only consider University/College level courses. |
Course Delivery Information
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| Academic year 2015/16, Available to all students (SV1)
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Quota: None |
| Course Start |
Block 4 (Sem 2) |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Seminar/Tutorial Hours 12,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
86 )
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| Assessment (Further Info) |
Written Exam
100 %,
Coursework
0 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Take-home examination (100%). In-class feedback exercises will be used to check understanding and to develop skills (e.g. quizzes, peer feedback on essay plans/drafts).
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
To describe and evaluate contrasting theoretical accounts of language development, drawing on relevant empirical evidence
To reflect critically on implications of research on language and literacy development for educational policy and practice
To give examples of how comparisons between typical and atypical development contribute to our understanding of the nature of developmental change in language, literacy and communication abilities
To understand the complex interplay between different types of influence on development and be able to illustrate this in relation to the development of language, literacy and communication
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Reading List
Gleitman, L. and Newport, E. (1995). The invention of language by children: Environmental and biological influences on the acquisition of language. In L. Gleitman & M. Liberman (Eds.) An invitation to cognitive science: Language. Cambridge, MA: MIT Press.
Graham, S., Gillespie, A. and McKeown, D. (2013). Writing: importance, development and instruction. Reading and Writing, 26, 1-15.
Ramey, C.T., & Ramey, S.L. (2004). Early learning and school readiness: can early intervention make a difference? Merrill Palmer Quarterly, 50, 471¿491.
Snedeker, J. (2009). Word Learning. In L. R. Squire (Ed.), Encyclopedia of Neuroscience (pp. 503-508). Amsterdam, Netherlands: Elsevier.
Snowling, M.J. and Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81, 1-23.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Hugh Rabagliati
Tel: (0131 6)50 3454
Email: |
Course secretary | Ms Stephanie Fong
Tel: (0131 6)50 3628
Email: |
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