EDRD 641: Assessment and Intervention for Language Development
Prerequisites: EDRD 688, EDRD 314 and 414
Cross-Listed: EDSP 641
Credit Hours: (3)
The purpose of this course is to provide knowledge concerning the development of language
skills from birth to maturity, the relationship between thought and language, and
language differences as a result of disability, culture, and life experiences. Students
will learn strategies for assessment and intervention in the areas of oral language
development, word knowledge/spelling, and written language acquisition.
Detailed Description of Content of Course
The purpose of this course is to provide knowledge concerning the development of language
skills from birth to maturity, the relationship between thought and language, and
language differences as a result of disability, culture, and life experiences. Key
topics of study will include:
- Critical issues related to culture, disability, language and schooling
- Oral language development
- Word knowledge/spelling development
- Written language acquisition
- Assessment techniques
- Instructional techniques and interventions that address language skills
Detailed Description of Conduct of Course
Class sessions for this course include guided discussion about readings, hands-on
activities, peer collaboration, audio-visual presentations, book discussions, guest
speakers, role-playing, quick writes and applied technology assignments.
Goals and Objectives of the Course
Goals, objectives, and assignments in this class address NCATE Standard 1c Professional
and Pedagogical Knowledge and Skills.
The codes included below refer to the CEC Knowledge and Skill Standards and the Virginia
Department of Education teacher licensure competencies. Code for CEC Standards: CC
= Common Core; GC = General Curriculum. Code for VADOE Standards: VGC = Virginia鈥檚
General Curriculum; VPS = Virginia鈥檚 Professional Studies; VRS = Virginia鈥檚 Reading
Specialist. Also included are the Standards for Reading Professionals as articulated
by the International Reading Association (IRA).
Upon completion of this course the student will demonstrate understanding of/ability
to:
- Demonstrate knowledge of formal and informal assessments for evaluating students'
oral and written language proficiency (IRA 3.1, 3.3; VRS 2a)
- Recognize how to use assessment data to diagnose the language needs of, and tailor
instruction for, individual students. (VGC 2b3; GC6K1; IRA 3.3)
- Identify instructional strategies to build students' oral communication skills, to
help students to use oral language for different purposes, and to facilitate the use
of oral language for critical thinking and creative expression. (CC6S1; CC6S2)
- Recognize characteristics of one's own culture and use of language and the ways in
which these can differ from other cultures and uses of language (CC6K3; IRA 1.3)
- Demonstrate expertise in developing students鈥� phonological awareness skills. (VRS
2b)
- Recognize how to create a learning environment that is respectful of, and responsive
to, linguistic and cultural diversity (CC6K1; IRA 2.2, 2.3, 4.2; VRS 6c)
- Demonstrate knowledge of the complex nature of language acquisition and the unique
needs of students with language delays and disorders. (VPS 5; VGC 2b3; GC6K3; IRA
1.1; VRS 2d, 6d)
- Demonstrate knowledge of augmentative and assistive communication systems and strategies
for individuals with exceptional learning needs (CC6K4)
- Recognize spelling as developmental in nature. (IRA, 2.2)
- Recognize the connection between students' invented spellings and their understanding
of phonetic principles. (VGC2b3; IRA 2.2; VRS 3a)
- Demonstrate knowledge of systematic spelling assessment and instruction, including
strategies for helping students recognize common orthographic patterns and strategies
for helping students generalize spelling knowledge by transferring what they learn
in spelling lessons to their own writing (e.g. word sorts, word families/ spelling
patterns).(VGC 2b3; GC6S2; IRA 1.4, 2.3, VRS 3a, 4b)
- Demonstrate knowledge of appropriate assessments and instructional strategies for
promoting students' knowledge and use of writing mechanics, including grammar, punctuation,
and capitalization as well as strategies for composition, revision and editing strategies
within writer's workshop approaches. (VPS 5; VGC 2b3; GC4S15; GC6S3; GC6S4; IRA 3.1,
3.3; VRS 1a, 3d, 4c)
- Demonstrate effective strategies for facilitating the learning of standard English
by speakers of other languages and dialects. (VRS 2c)
- Demonstrate the ability to promote creative thinking and expression, as through storytelling,
drama, choral/oral reading, etc. (VRS 2e)
Assessment Measures
Small Group Research Projects
Developmental Spelling Assessment and Instruction Project 鈥� This is a key assessment
for NCATE Candidate Performance Assessment in Special Education: High Incidence Disabilities.
Informal Written Expression Assessment and Structured Lesson Plan Project
Other Course Information
None
Review and Approval
04/14/94 - modified - John E. Sycamore
5/22/95 - reviewed - Robert Lockwood
04/09/98 - reviewed - Judy B. Engelhard
11/20/01 - revised - Anita Corey & Judy B. Engelhard
10/2008 - Course title change; course revision; pre-requisite change - Cheri Triplett/Debora
Bays