PL4LDG-Language and Communication in Genetic Disorders

Module Provider: Clinical Language Sciences
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites: Only students on the MSci Speech and Language Therapy programme can enrol
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Prof Vesna Stojanovik
Email: V.Stojanovik@reading.ac.uk

Type of module:

Summary module description:

The module introduces the students to current research into speech, language and communication development and impairment in populations affected by genetic and developmental disorders (e.g., those with Williams syndrome, Down syndrome, Autism Spectrum Disorders, Developmental Language Disorder). The module covers several aspects of language and communication development including early stages of language development, phonological and lexical development, grammatical development, social communication, pragmatics, and possible interventions and the existing evidence base. 

Aims:

1. to familiarise students with current theoretical and clinical research on language and communication development and impairment in populations affected by genetic/developmental disorders (for example: those affected by Williams syndrome, Down syndrome, Autism Spectrum Disorder, Developmental Language Disorder); 


2. to provide a wider theoretical context within which research on language and communication in developmental disorders is particularly relevant;


3. to inform students how theoretical advances can be translated into clinical interventions. 

Assessable learning outcomes:

• Describe in-depth the evidence for the language and communication characteristics of populations with developmental/genetic disorders 


• Explain clearly and critically evaluate current theoretical explanations for the language and communication profile of individuals with developmental/genetic disorders


• Articulate views on current theoretical debates in the field of language and communication in developmental/genetic disorders, showing originality and independent judgement


• Explain links between theory and practical implications and to critically evaluate current intervention studies


• Present ideas clearly and succinctly using appropriate academic style

Additional outcomes:

• Working as part of a group 


• Critical thinking


• Presentation skills

Outline content:

The module will provide the students with in-depth knowledge and understanding of how speech, language and communication develops in children affected by different developmental/genetic disorders (e.g., Williams syndrome, Down Syndrome, Autism Spectrum Disorder, Developmental Language Disorder), areas of linguistic and cognitive strengths and weaknesses and current theoretical explanations of the language and cognitive profiles as well as approaches to intervention.

Global context:

The module covers studies done in different countries in the world and in different languages.

Brief description of teaching and learning methods:

There will be 2 hours of lectures and 18 hours of student-led seminars. During the seminars, two specific research papers will be discussed in depth and students will be expected to have read the papers and to contribute actively to the discussion. Students are also expected to present a paper.

Contact hours:

	Autumn	Spring	Summer
Lectures		2
Seminars		18
Guided independent study:
Wider reading (independent)		40
Wider reading (directed)		30
Exam revision/preparation		30
Advance preparation for classes		5
Other		20
Preparation for presentations		10
Preparation for seminars		20
Revision and preparation		20
Essay preparation		5
Total hours by term	0	200	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There will be two written assessments. A written assignment (1,500 words) in which the students need to critique a journal article (50% of the mark), and a 2,000 word essay (50% of the mark). 

Formative assessment methods:

There will be plenty of opportunities during the sessions to get feedback on your understanding and knowledge; this will be done via structured worksheets and discussions. Also, students will get feedback on their presentations of papers. 

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A mark of 50 for the module.

Reassessment arrangements:

Resubmission of written assignments.

Additional Costs (specified where applicable):

Last updated: 30 March 2023