COSI 313/413 Language Development 3 Credit Hours
Spring 2025 Thursday 5:30pm - 8:00pm EST Room 305
Instructor: Lisa Freebairn M.A. CCC/SLP (Prof Freebairn, Ms. Freebairn, Lisa, She, Her, Hers)
Cell: (216) 410-8034 Email: lat2@[Link]
Office hours: By appointment only on Zoom or in person at my office
Office location: Cleveland Hearing and Speech Center Room 324
Recommended Textbook: Owens, Robert E. Jr. “Language Development, An Introduction Tenth Edition.”
(2020). Pearson Education, Inc. Hoboken, New Jersey.
Supplemental Textbook: Retherford, K. (2007) Guide to Analysis of Language Transcripts (3rd ed.). Pro-Ed,
Austin, Texas. (There is also a 4th edition available, but the 3rd edition is much cheaper used)
Course Description
Format:
This course meets every Thursday from 5:30 PM-8:00 PM EST. You are expected to attend during the course
time on a regular basis. I will keep track of attendance with an attendance sheet. You will sign your own name
to this. Each class is worth 10 points. If you miss class, you miss those points for the day. Please communicate
with me in advance if you are unable to attend. If you are unable to attend, you should contact me directly via
phone, text or email. Any extended absences should go through your navigator or have proper documentation.
The 2 ½ hour labs are a key to learning about language analysis. You will not be able to teach yourself the
material taught in the labs. Skipping class just because you don’t feel like coming or simply because you
overslept will result in an unexcused absence for the evening. Excused absences are reserved for documented
illnesses, funerals, professional conferences or participation in CWRU sports.
Course Description:
Language Development is a foundation course for the study of Communication Sciences. In order to diagnose
speech and language disorders, it is essential to understand typical speech and language development. This
course is an integration of scientific, theoretical and clinical knowledge about the normal acquisition of speech
and language through the lifespan. We will cover the stages of development from the prenatal period, infancy,
toddlerhood, preschool, school-age, adolescence, adulthood and geriatrics. We will learn about some childhood
disorders and how they compare to typical communication. We will delve into the development of literacy and
reading skills. We will discuss the course of language development in bilingual children. Students will learn
basic speech and language terminology, typical developmental milestones, motor skills, and cognitive abilities.
We will discuss typical patterns of communication as they pertain to phonology, syntax, semantics, morphology
and pragmatics. We will also learn about how language is compartmentalized in the brain and how aging
processes impact the brain and language. Students will gain advanced clinical skills of collecting and analyzing
a child language sample. Students will learn how to calculate a Mean Length of Utterance, Type Token Ratio
and complete a Distributional Analysis of Phrase Length. Students will be able to identify Brown’s morphemes,
and Dore’s pragmatic intentions. Students will also learn how to score and interpret language tests to determine
if development is within normal limits. They will also learn how to interpret reports and write a developmental
report.
Quizzes:
Quizzes will be administered online through Google Forms. There will be 10 quizzes from the material
presented. Quizzes will be posted late Friday afternoon. I will send you a notification. Each quiz is worth 40
points. You have all weekend to work on your quiz. Quizzes should be returned to me by 11:55 Sunday
night. The quizzes are open book, open notes, open slides. They are not timed. I will have the grades back to
you within the next week. I will close out access to the tests after that deadline. The format for these quizzes
will be primarily true/false and multiple choice, with a few short answer questions.
Projects:
I will provide an explanation of the Language Analysis Project separately from this syllabus. There are
multiple pieces of the project to submit. We will have four class labs that specifically go over the tricks and
techniques for completing the project. During those labs, we will complete other case studies to practice how to
do things like counting MLU. If you miss a lab, it is impossible to make it up on your own or piece together
how to do an analysis. Sessions with labs take the full class time on days they are planned. I will not schedule
private lessons for something that is presented in class for everyone. When I schedule a Lab, make sure you
attend. Each lab is worth 25 points for a total of 100 points. The lab points are in addition to the regular 10
points for attendance.
Extra Credit:
There will be opportunities for extra credit sprinkled throughout the semester for sections of the project
submitted early. These early submissions give you mentoring opportunities. Students have a chance to submit
their work early to receive feedback and suggestions on what to adjust. If you miss more than two unexcused
lectures and labs, you are allowed to submit projects for feedback and corrections but you are not eligible to get
the bonus points. Part of mentoring and earning extra credit is regular class involvement.
Submitting pieces of the Case Study Project:
I will provide online links through Google Forms for you to submit each section of your Case Study Project. Do
not email parts of your project individually. They must be submitted to the Google Form Links. Project
components and Extra Credit must be submitted in PDF format. For this project, I also provide you with
premade charts and spreadsheets to fill out. Use the charts I give you. Do not alter the size, shape,
spacing or style of these charts, because I use a template to grade things. Please No Word, no Google
Share, no jpeg, or blurry phone photos of assignments. Do not text me your project. I will not grade
these bizarre formats or photo images.
There are several opportunities for extra credit sprinkled throughout the semester for submitting work early.
When you make corrections, please submit those corrections within 3 days with your name and the word
CORRECTIONS at the top of the PDF file. If you miss a due date, please contact me. Do not assume an
extension is automatically granted. Late work is considered late work and points will be deducted. If I cannot
open a file that you submit, it will be considered late and you will be asked to turn in a hard copy to me in class.
If you are having computer troubles that impact your ability to turn in an assignment, I expect you to visit the
UTech walk in center or another computer service center and share the ticket number or other proof that you
have addressed the problem.
Grading Scale
Table 1: Grading Scale
Grade Percentage
A 90-100
B 80-89
C 70-79
D 60-69
F 59 & Below
Point Breakdown
Table 2: Point Breakdown
Assignment Due Date Points
Weekly Quizzes at 40 points each As noted on the outline 400
Google Study Guide Questions for Jan. 30th
Babies and BBC film 50
Mean Length of Utterance, MLU,
Distributional Analysis TTR & Distributional Analysis-Feb. 27
& Type Token Ratio 300
Brown’s Morphemes & Pragmatic Due March 20
Intents 400
Weekly attendance/participation Regularly scheduled 150
4 In class Labs 25 points each In class and scheduled on Syllabus 100
Clinical Report with Scored tests Due April 17 200
Extra Credit for early work Always due a week earlier than main
dates Up to 60
What I Expect from You:
1. I expect you to be in class at the start time and ready to learn.
a. Participation is part of your grade. You can earn 150 points for the class session attendance. You
receive 10 points for every class you attend. Every unapproved absence will result in losing
those 10 points without exception. I will begin my lecture within a couple of minutes of the
scheduled start time. If you miss the beginning, please don’t make a fuss and interrupt. Skipping
class just because you don’t feel like coming or simply because you overslept will result in an
unexcused absence for the evening. Excused absences are reserved for documented illnesses,
funerals, professional conferences or participation in CWRU sports.
b. I do understand that absence may be unavoidable, but please let me know by email if you cannot
attend on specific days or if you had a problem with your connection. You should CC your
Navigator if you expect to miss more than two sessions.
c. I expect you to read the assigned chapters, and review the slides during the weeks that they are
assigned and be prepared to discuss what you’ve reviewed.
d. I expect assignments to reflect your understanding. Do not cut and paste entire pages of notes
into short answer questions on the quizzes. Part of answering correctly is grasping the content of
what is being asked and editing an answer. DO NOT LOOK UP DEFINITIONS FOR THE
QUIZZES ON GOOGLE PLEASE! USE THE SLIDES & DEFINITIONS AND TERMS
PROVIDED BY THE INSTRUCTOR. Google researchers are not SLPs and are not the experts
on proper terminology usage.
e. The textbook is recommended and not required. I use the textbook only as a jumping off point. I
never lecture directly from any textbook. I am constantly updating the course with additional
research.
2. I expect everyone to behave appropriately both in person and online
a. Be polite and respectful to your fellow students, and the instructor. Please refrain from negative
comments, eye rolling and heavy sighing when other students ask questions. All questions are
valuable, and we learn from each other. Please refrain from passive aggressive comments on
projects and submissions. If you are having difficulty with the material, please contact me before
you end up getting lost.
b. Direct your attention to the lecture and the discussion with your classmates. Please don’t browse
other websites, watch other media, listen to other music, or engage in other conversation during
class. I understand that you may need to step away for a few minutes from time to time to
handle something urgent, but don’t be disruptive to the class or disrespectful of our time.
c. I want you to be comfortable during class time and know that we don’t need to have a dress
code, but please ensure that if we ever need to go online, that you’re covered and that anyone in
your household knows to be clothed when walking past your camera.
d. When things are turned back to you electronically, it is your responsibility to keep track of your
grades and look over answers you may have missed. You may want to save a copy of your
returned quiz/exam answers as PDF for review, as I cannot guarantee that Google will maintain
access to those for any length of time.
What You Can Expect from Me:
1. You can expect me to reply in a timely fashion except on holidays and during breaks. Feel free to call or
text me at home if you have questions or concerns. It is easiest to reach me late evenings. Under
normal circumstances I will reply to any email or phone message within 24 hours.
2. You can expect me to be overjoyed to go over your projects with you if you finish early and want
feedback. I am happy to discuss project details via a prearranged Zoom meeting.
3. You can expect me to answer questions about the class subject, about Speech/Language Pathology in
general, Don’t be afraid to ask questions. Many confusions can be adjusted by merely saying that you
don’t understand.
4. You can expect me to work with you and your Navigator and/or advisors to ensure that you have the
greatest possible chance of success in my course. I'm on your side. I want you to do well. Don't
underestimate how far your positive attitude and creativity can take you. Put forth the effort and you will
be rewarded. You can expect me to reach out to you if you suddenly stop attending class without
warning. You can expect me to contact your Navigator if I have concerns about your attendance or
performance in class. My goal is to have you do well here and enjoy the material.
Technology Resources
This course will be managed and delivered via Google Drive, Not Canvas! You will be invited by the
instructor to access student handouts and videos through regular uploads. You will be able to access assignment
and project instructions, and web links at any time. Please check this site before emailing the instructor for
copies of these items. You will need to use your assigned CWRU network ID and password to access these
materials, no access will ever be granted to a non CWRU account. If you were able to register for this class,
you have an active CWRU network ID to use for this purpose, even if you’re a member of an affiliated
program with another institution, such as CIA or CIM.
As a member of the CWRU community taking this course, you should have access to software from the
software center to support your education. Microsoft Office 365, Adobe Acrobat, the Google Suite, and more
are available to you while you are enrolled. The [U]Tech help desk is available to assist you with technology at
216-368-HELP or at the walk-in C.A.R.E. center at KSL. The [U]tech website has links to more information
about other technology resources on campus and for remote students.
Use of AI/Machine Learning Tools
You may not engage in unauthorized collaboration or make use of AI composition software (such as ChatGPT)
in this course. Using these tools puts your academic integrity at risk.
Students With Disabilities
Accommodations will be provided to students with disabilities that affect their ability and accessibility to
participate in academic activities. Students are required to identify themselves to the Office of Disability
Services in Kelvin Smith Library, Room 105 (368-5320) in order to receive any accommodation. The office
will provide you with a letter documenting your disability. Submit a copy of this letter to me at the beginning of
the semester, prior to submitting any work for grading, and I will assist you in making individual
accommodations to maximize your opportunity for success in this class. Please inform me of any learning
differences and accessibility issues you have and ways that I can best modify the environment to improve your
experience. These accommodations must be documented with the Office of Disability Services.
Diversity
CWRU considers the diversity of its students, faculty, and staff to be a strength and critical to its educational
mission. CWRU expects every member of the university community to contribute to an inclusive respectful
culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity include sex,
race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual
orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education,
primary language, family status, military experience, cognitive style and communication style. The individual
intersection of these experiences and characteristics is highly valued in our community .
Academic Integrity
All forms of academic dishonesty including cheating, plagiarism, misrepresentation, and obstruction are
violations of academic integrity standards. Cheating includes copying from another's work, re-using previous
projects, falsifying problem solutions or laboratory reports, or using unauthorized sources, notes or computer
programs. Plagiarism includes the presentation, without proper attribution, of another's words or ideas from
printed or electronic sources. It is also plagiarism to submit, without the instructor's consent, an assignment in
one class previously submitted in another. It is also dishonest to sign another student’s name in the attendance
log.
Please do not copy definitions and terms off google to answer short answer questions on your quizzes. use
the concepts and terms that I teach you. Google is not the expert in communication disorders.
Misrepresentation includes forgery of official academic documents, the presentation of altered or falsified
documents or testimony to a university office or official, taking an exam for another student, or lying about
personal circumstances to postpone tests or assignments. Misrepresentation includes signing the attendance
sheet for another person not attending class. Obstruction occurs when a student engages in unreasonable
conduct that interferes with another's ability to conduct scholarly activity. Destroying a student's computer file,
stealing a student's notebook, and stealing a book on reserve in the library are examples of obstruction.
Approximate Course Outline
Table 3: Course Outline
Week Quizzes Topics, Readings, and Projects
and
Date
Week 1 Introduction to course, Discuss the Case Study Project, Introduction to Language
No Quiz Development and Overview-A Review of terminology, definitions and professional
Jan. 16 lingo. Topic: Begin Prenatal development & First 12 months
Short films on development and birth
Readings: Owens Chapter 1 and slides
Begin Reading Chapter 4 & 5
Week 2 Class is canceled but you have an at home assignment!
Google Watch two movies - “Babies” and the BBC film “Babies First Steps.” On the drive.
Jan. 23 study You are welcome to organize movie watching groups with friends!
sheets Send out Google study guide questions that go with films (worth 50 points)
Week 3 Topic: Continue the first 12 months. Start Toddlerhood & the Single word stage-12-24
Quiz months, Overextensions, Underextensions, Variability, Language Growth, Vocabulary
Jan. 30 and theories on vocabulary growth
Readings: Finish Owens Chapter 4 & 5, slides and handouts
Start Owens Chapters 6 & 7
*Google Study guide questions due about films
Week 4 Topic: Toddlerhood continued, 2 ½ year olds Growth of the lexicon, Phonological
Quiz Processes and phonological process identification practice, Start Preschool if time
Feb. 6 Readings: Finish Chapters 6 &7
Week 5 Topic: *In Class Lab For Project--How to count morphemes, MLU, Distributional
Quiz Analysis & Type Token Ratio- Hands on practice in classroom
Feb.13 Readings: Teacher Handouts,
Supplemental reading: Retherford Chapters 2 and 3
Week 6 *In Class Lab For Project- Brown’s Morphemes, Dore’s pragmatic intents- Hands
Quiz on practice
Feb. 20 Teacher Handouts for project
Readings: Retherford Ch. 8 and 9
Extra credit for early submissions of MLU, Distributional Analysis and TTR Due
Feb. 20, 2024 by 11:55 PM
Week 7 Topic:The Preschool years
Quiz Readings: Owens Chapter 8 & 9
Feb.27 Officially Due: MLU, and completed TTR Feb 27, 2023 by 11:55 pm
Week 8 Topic: Early School Age language, Theory of Mind, Narrative skills, Metalinguistic
Quiz abilities Literacy, Children’s programming for school, Reading & Start Adolescent
March 6 language Readings: Handouts, films
Readings: Owens Chapters 10 & 11
Week 9 Quiz Spring Break
March Extra credit for Early submission of Brown and Dore accepted anytime during the
13 week of break due, but at latest March 16th at 11:55 pm
Week 10 Adolescent language, Neurological differences with the teen brain, Learning
Quiz Disabilities and Disorders
March Readings: Owens Chapters 11 & 12
20 Teacher handouts
Officially Due: March 20- Brown’s Morphemes and Dore’s Pragmatic Intents
11:55 pm
Week 11 *In Class Lab-How to administer a CELF-P, A Discussion of Standardized Testing
Quiz Results: Case History, Oral motor, PPVT, EOWPVT and CELF-P results. How to fill
March out standardized testing forms
27 Readings: Teacher Handouts, Slides & Your own copy of the CELF-P and test forms
Week 12 *In Class Lab- Diagnosis of language disorders and Report Writing- How to write a
Quiz development language clinical report. What’s good to include? What you don’t want to
April 3 say. How do you summarize?
Readings: Teacher handouts & sample reports
Week 13 Topic: The Development of Bilingual Language Development in the early years, and
Quiz life with more than one language
April 10 Readings: Teacher notes and slides
Extra Credit Early Submission: Clinical Report Due April 10 by 11:55
Week 14 Topic: Finish Bilingual Development- the school age years and beyond. Start Language
Quiz of elderly, Aphasia, Neurogenic, Dementia
April 17 Readings: Teacher notes and slides
Film: Signing Black English
Officially Due: Jane’s Developmental Language Case Report with Test scores
summary results by 11:55 pm Friday April 17
Week 15 Last Day of Class
Quiz Finish Elderly Language, Aphasia, Neurogenic and Dementia
April 24 Readings: Owens Chapter 12, teacher notes and slides
