PL3ISLR: Introduction to Speech and Language Pathology

Module code: PL3ISLR

Module provider: Clinical Language Sciences; Sch of Psych and CLS

Credits: 20

ECTS credits: 10

Level: 6

When you’ll be taught: Semester 2

Module convenor: Dr Arpita Bose, email: a.bose@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2026/7

Available to visiting students: No

Talis reading list: Yes

Last updated: 26 March 2026

Overview

Module aims and purpose

The aim of this module is to provide students with an introduction to a range of speech, language and communication needs (SLCN) found in adults and children. The content explores traditional approaches to understanding impairments and relating this to  students’ knowledge of linguistics and psychology for typical speech and language processing. Students will also learn about contemporary approaches that consider the broader context and classification of  SLCN and social models of disability. The module covers the speech and language therapist’s role in the assessment and management of SLCN.  . Students  will gain insights into problems of identifying and classifying typical and atypical speech, language and communication.  Module assessments aim to develop critical reasoning, argumentation, and academic writing skills.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify and interpret different  classifications of speech, language and communication needs in adults and children.
2. Identify the speech, language and communication characteristics of each of these in the behaviour of individuals.
3. Appraise critically the causes and impacts of these impairments and the conditions associated with them.
4. Organise their knowledge and articulate their arguments effectively.

Module content

Lectures will cover different classifications of speech, language and communication needs in both adult and paediatric populations. Examples range from paediatric conditions such as Developmental Language Disorder, Autism and Social Communication Difficulties, to adult acquired conditions such as Aphasia, brain injury and the dementias. The module covers both traditional approaches to the classification of symptoms (impairment based and medical models) as well as current approaches that include contextual factors (impacts on activity, participation, wellbeing and social models of disability). 

Structure

Teaching and learning methods

Lectures

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): 10% of the total marks available for that piece of work will be deducted from the mark for each calendar day (or part thereof) following the deadline up to a total of three calendar days;
• where the piece of work is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in you Individual Learning Plan), the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan), no penalty shall be imposed;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three calendar days of the deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): no penalty will be applied;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a grade of Fail will be awarded.

Where a piece of work is submitted late after a deadline which has been revised owing to an extension granted through the Assessment Adjustments policy and process (self-certified or otherwise), it will be subject to the maximum penalty (i.e., considered to be more than three calendar days late). This will also apply when such an extension is used in conjunction with a DAS-agreed extension as a reasonable adjustment.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Review of past questions / past paper questions and discussion of these with the lecturer. Preparation of essay plans that are reviewed during the final lecture as part of revision practice.

Reassessment

Additional costs