Course Syllabus

Course Information
Course Number/Section COMD 7392 001 (CN 11662)
Course Title Language Disorders, Learning Disabilities, and Dyslexia
Term Fall, 2009
Days & Times Tues, 2:30-5:15, CD J.108

Professor Contact Information

Professor Chris Dollaghan, Ph.D.
Office Phone 214-905-3063
Email Address dollaghan@utdallas.edu
Office Location Callier A.111
Office Hours Tues, 1:15-2:15 or by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Students should have completed a graduate course in child language disorders.

Course Description
We will consider theoretical models and current best evidence concerning the relationships among
language disorders, learning disabilities, and dyslexia. We will begin with definitional and diagnostic
issues and then consider treatment approaches, with special attention to interventions aimed at improving
phonological processing, fluency, comprehension, and compensatory strategies.

This course has been designed to ensure that students in speech-language pathology demonstrate required
knowledge and skills as outlined in the Standards and Implementation Guidelines for the Certificate of
Clinical Competence in Speech-Language Pathology. The specific standards addressed in this class are
III-B, III-C, III-D, III-F, and III-G.

Student Learning Objectives/Outcomes

1 Characterize the nature and development of written language comprehension and production, and
describe the their relationship to oral language processes (Std III-B)
2 Define, describe, and differentiate language disorders, learning disabilities, and dyslexia
(Std III-C)
3 Describe etiologies, prevalence, and prevention of language disorders, learning disabilities, and
dyslexia (Std III-D)
4 Describe best current evidence concerning screening, diagnosis, and assessment of language
disorders, learning disabilities and dyslexia (Std III-D)
5 Describe best current evidence concerning intervention to improve phonological processing,
reading fluency, reading comprehension, compensatory strategies in children with learning
disabilities and dyslexia (Std III-D)
6 Describe the role of speech-language pathologists in assessment and treatment of children
with learning disabilities and dyslexia (Std III-G)

Course Syllabus COMD 7392 Fall, 2009 Dollaghan Page 1

Required Textbooks

Catts, H.W. & Kamhi, Alan G. (2005). Language and reading disabilities (2nd edition).
Boston: Allyn & Bacon. (Abbreviated CK in assigned reading list)

National Reading Panel (2000, April). Teaching children to read: an evidence-based assessment of the
scientific literature on reading and its implications for reading instruction. (Reports of the subgroups).
Access at http://www.nationalreadingpanel.org/Publications/subgroups.htm or on reserve in the Callier
Library. (Abbreviated NRP in assigned reading list)

Additional Required Readings (to be completed prior to class session on date noted below)

American Academy of Pediatrics, Section on Ophthalmology, Council on Children with Disabilities,

American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and
Strabismus and American Association of Certified Orthoptists (2009). Learning disabilities, dyslexia, and
vision. Pediatrics, 124, 837-844.

Bishop, D. V. M., McDonald, D., Bird, S., & Hayiou-Thomas, M. E. (2009). Children who read words
accuractely despite language impairment: who are they and how do they do it? Child Development, 80(2),
593-605.

Catts, H. W., Adlof, S. M., Hogan, T. P., & Ellis Weismer, S. (2005). Are specific language impairment
and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378-1396.

Catts, H. W., Adlof, S. M., & Ellis Weismer, S. (2006). Language deficits in poor comprehenders: a case
for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.

Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in
children with language impairments. Journal of Speech, Language, and Hearing Research, 51, 1569-
1579.

Fletcher, J. M., Francis, D. J., Morris, R. D. & Lyon, G. R. (2005). Evidence-based assessment of
learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology,
34(3), 506-522.

Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J., & Davis, G. N. (2008). Making “secondary
intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade
longitudinal reading study of the National Research Center on Learning Disabilities. Reading and
Writing, 21, 413-436.

Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007).
Effective literacy and English language instruction for English learners in the elementary grades: a
practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and
Regional Assistance, Institute of Education Sciences, U. S. Department of Education. Regrieved from
http://ied.ed.gov/ncee/wwc/publications/practiceguides.

Hook, P.E. & Hanynes, C. W. (2009). Reading and writing in child language disorders. In R. G.
Schwartz, Handbook of Child Language Disorders, pp. 424-444. New York: Psychology Press. (e-
reserve)

Course Syllabus COMD 7392 Fall, 2009 Dollaghan Page 2

Kamhi, A. G. (2007, May 29). Knowledge deficits: the true crisis in education. The ASHA Leader, 12(7),
28-29.

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgeson, J. (2008). Improving
adolescent literacy: effective classroom and intervention practices: a practice guide (NCEE #2008-4027).
Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of
Education Sciences, U. S. Department of Education. Retrieved from http://ied.ed.gov/ncee/wwc.

Koppenhaver, D. A., Hendrix, M. P., & Williams, A. R. (2007). Toward evidence-based literacy
interventions for children with severe and multiple disabilities. Seminars in Speech and Language, 28, 79-
90.

Linan-Thompson, S. & Ortiz, A. A. (2009). Response to intervention and English-language learners:

instructional and assessment considerations. Seminars in Speech and Language, 30(2), 105-120.

Lovett, M. W., De Palma, M., Frijters, J., Steinbach, K., Temple, M., Benson, N., & Lacerenza, L. (2008).
Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL
struggling readers. Journal of Learning Disabilities, 41(4), 333-352.

Lovett, M. W., Lacerenza, L., & Borden, S. L. (2000). Putting struggling readers on the PHAST track: a
program to integrate phonological and strategy-based remedial reading instruction and maximize
outcomes. Journal of Learning Disabilities, 33, 458-476.

Mann, V. A. (2003). Language processes: keys to reading disabilities. In H. L. Swanson, K. R. Harris,

and S. Graham (eds.), Handbook of Learning Disabilities, pp. 213-228. New York: Guilford. (e-reserve)

Myers, C. (2007). “Please listen, it’s my turn”: Instructional approaches, curricula and contexts for
supporting communication and increasing access to inclusion. Journal of Intellectual & Developmental
Disability, 32(4), 263-278.

National Joint Committee on Learning Disabilities (2005, June). Responsiveness to intervention and
learning disabilities. Accessed at www.ldonline.org/njcld

Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: beyond the basics.
Language, Speech, and Hearing Services in Schools, 39, 3-20.

Share, D. L. (2008). On the Anglocentricities of current reading research and practice: the perils of
overreliance on an “outlier” orthography. Psychological Bulletin, 134, 584-615.

Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood
to young adulthood. Annual Review of Psychology, 59, 451-475.

van Kleeck, A. (2007, Aug 14). SLPs’ foundational role in reading comprehension: a response to Alan
Kamhi. The ASHA Leader, 12(10), 32-33.

Academic Calendar

Date Topic To be completed before class

Aug 25 Overview

Course Syllabus COMD 7392 Fall, 2009 Dollaghan Page 3

Sep 1 Language and reading CK, Chapter 1
Mann, 2003 (e-reserve)
Hook and Haynes, 2009 (e-reserve)

Sep 8 Reading development CK Chapter 2

Share, 2008

Sep 15 Diagnostic issues and approaches Fletcher et al. 2005

Natl. Joint Comm. Learning Dis, 2005
Fuchs et al., 2008

Sep 22 Defining reading disabilities CK Chapter 3

Shaywitz et al., 2008
Kamhi 2007 & van Kleeck 2007
American Academy of Pediatrics 2008

Sep 29 Classifying reading disabilities CK Chapter 4

Catts, Adlof & Ellis Weismer, 2006

Oct 6 Exam 1

Oct 13 Treatment: Phonemic awareness CK Chapter 6

Schuele & Boudreau 2008
NRP 1-1 to 1-11 and NRP 2-1 to 2-86

Oct 20 Tx: Phonics, decoding, fluency NRP 2-89 to 2-176

NRP 3-1 to 3-43
Lovett et al. 2000

Oct 27 Tx: Text comprehension and NRP 4-1 to 4-53

strategy use Kamil et al., 2008
CK Chapter 7

Nov 3 Reading and language impairment CK Chapter 5

Catts et al., 2005
Catts et al., 2008
Bishop et al., 2009

Nov 10 Reading and ELL Gersten et al., 2007

Linan-Thompson & Ortiz, 2009
Lovett et al. 2008

Nov 17 NO CLASS - ASHA

Nov 24 Reading and severe disabilities Koppenhaver et al., 2007

Myers, 2007

Dec 1 Exam 2

Course Syllabus COMD 7392 Fall, 2009 Dollaghan Page 4

ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed and how
knowledge and skill acquisition will be demonstrated

Speech-Language Pathology Standard III-B

The applicant must demonstrate knowledge of basic human communication processes, including their
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.
Knowledge will be conveyed via class lectures, readings, and assignments.
Acquisition will be demonstrated via exams.

Speech-Language Pathology Standard III-C

The applicant must demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including the etiologies,
characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and
cultural correlates.
Knowledge will be conveyed via class lectures, readings, and assignments.
Acquisition will be demonstrated via exams.

Speech-Language Pathology Standard III-D

The applicant must possess knowledge of the principles and methods of prevention, assessment, and
intervention for people with communication and swallowing disorders, including consideration of
anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the
disorders.
Knowledge will be conveyed via class lectures, readings, and assignments.
Acquisition will be demonstrated via exams.

Speech-Language Pathology Standard III-F

The applicant must demonstrate knowledge of processes used in research and the integration of research
principles into evidence-based clinical practice.
Knowledge will be conveyed via class lectures, readings, and assignments.
Acquisition will be demonstrated via exams.

Speech-Language Pathology Standard III-G

The applicant must demonstrate knowledge of contemporary professional issues.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via exams.

Students will demonstrate the following skills:

1. Describe risk factors for language disorders, learning disabilities, and dyslexia
Measured by: exams

2. Describe strategies for fostering language and literacy

Measured by: exams

3. Describe procedures for identifying language, learning, and reading disabilities in children of
various ages and sociodemographic backgrounds
Measured by: exams

4. Use assessment data about oral and written language development and curricular expectations
to determine intervention targets and plan intervention activities in collaboration with teachers
and families

Course Syllabus COMD 7392 Fall, 2009 Dollaghan Page 5

 Measured by: exams

5. Describe strategies for collaborating with general and special education teachers to identify
evidence-based assessment tools, intervention approaches, and service delivery models for
school-age children with language, learning, and reading disabilities.
Measured by: exams

Grading Policy

Grades will be determined according to the following elements:

35% Exam 1
35% Exam 2
30% Assignments

Only full letter grading (no plus-minus grades) will be used in this course.

Course Policies

Make-up exams
Exams will be offered only on the dates scheduled; please plan accordingly.

Late Work
Late work will not be accepted.

Class Attendance
Required.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A to
Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of
Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she
is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such
conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such
conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that

Course Syllabus COMD 7392 Fall, 2009 Dollaghan Page 6

 degree, it is imperative that a student demonstrate a high standard of individual honor in his or her
scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s
own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism,
collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to
disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism
and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues concerning
security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and
staff consider email from students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free email account that is to be
used in all communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be
followed. It is the student's responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will
not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter
with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals
Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process
will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

Course Syllabus COMD 7392 Fall, 2009 Dollaghan Page 7

 As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom
prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind.
Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments
may have to be rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student
has a disability and needs accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel
to and observance of a religious holy day for a religion whose places of worship are exempt from property
tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the
exam or complete the assignment within a reasonable time after the absence: a period equal to the length of
the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed
exam or assignment may not be penalized for the absence. A student who fails to complete the exam or
assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a
religious holy day] or if there is similar disagreement about whether the student has been given a
reasonable time to complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus COMD 7392 Fall, 2009 Dollaghan Page 8