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- Course information: CASD 7336 X
- Professor: Klara Marton
- Email: firstname.lastname@example.org
- Course Location: Online
- Office Hours: Mondays 4:00-5:00 PM or by appointment
- Office Hours Location: online Room: online
Section: MZ1; 3 credits
- Course Day and Time: Monday: 11:00 AM -1:00 PM
Section: MZ11; 3 credits
- Course Day and Time: Monday: 1:30 PM - 3:30 PM
Fri., Jan. 29. First day of Spring 2021 classes
Thur.Feb. 4. Last day to add a course
Mon. May 17. Last day to withdraw from a course with “W” grade
Tues May 18. Reading Day
Wed May 19. Final Examinations Begin
Tues May 25. Final Examinations End / End of Spring Semester
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Etiologies, characteristics, and evidence-based assessment and intervention of speech, literacy and language-based learning disabilities in school-age children and adolescents; theoretical paradigms used in identification, assessment and intervention; interdependence of language, literacy, and academic achievement; culturally and linguistically appropriate practice.
Upon completion of this course, students will be able to:
- Define and classify language-based learning disabilities in monolingual and bilingual/multilingual children;
- Identify specific interactions between oral and written language and academic performance in monolingual and bilingual/multilingual children;
- Describe the characteristics of later language learning involved in the transition to literacy, including the development of metalinguistic awareness and the comprehension and formulation of narrative and expository discourse structures;
- Compare the relative usefulness of traditional, discourse, and curriculum-based approaches to assessment and remediation of language-based learning disabilities;
- Identify culturally and linguistically appropriate standardized tests and informal assessment methods to evaluate language in relationship to academic performance in monolingual and bilingual children;
- Apply culturally appropriate discourse and curriculum-based approaches to facilitate the development of processing and formulation strategies in youngsters with language-based learning disabilities.
Requirements (see details about these tasks in the “Assignments” box):
- Article review – 1 critical remark/article - Blackboard Discussion board (weekly)
- Leading 1 article discussion with 1-2 partners
- Book report manual (due: 03/01/2021)
- Dynamic assessment (due: 04/05/2021)
- One slide presentation - modern technology (due: 05/10/2021)
- Final examination: Case study (due: 05/24/2021)
- Students are expected to come to our meetings prepared, read assigned papers before class, watch the assigned videos, complete outside class assignments in a timely fashion, and participate in class discussions.
- Papers and projects should be submitted by the due dates. In case of a serious illness or other emergency situation, please contact the instructor as soon as possible. This class will require continuous, intense work therefore, no extra credit work will be offered.
- Article review: 15%
- Leading 1 article discussion with a partner: 10%
- Book report: 20%
- Dynamic assessment: 20%
- Modern technology: 10%
- Final examination: Case study: 25%
- Choose one children’s book or e-book, such as:
- Arnold Lobel: Frog and Toad together. Harper Collins Publishers Inc., 1972
- Rita Book: My soccer Mom from Mars. Grosset & Dunlap, Penguin Putnam Books, 2001
- Cynthia Rylant: Henry and Mudge and the long weekend. Aladdin Paperbacks, 1996
- Cathy East Dubowski & Mark Dubowski: Pirate school. Grosset & Dunlap, Penguin Putnam Books, 1996
- Arnold Lobel: Mouse soup. Harper Collins Publishers Inc., 1977
- Peggy Parish: Amelia Bedelia. Harper Collins Publishers Inc., 1992
- Gail B. Gurland: Olives, Where Are You? Austin Macauley Publishers llc, 2018
- Determine the age of your target population
- Develop a 10-item book report sheet that is age-appropriate and culturally sensitive
- Examples: Describe a problem and tell how the characters solved that particular problem in the story; how did the character feel in that situation; how were X’s actions related to the problem; etc.
- Describe the language and cognitive functions that you would like to target with each of your questions/assignments; explain how those specific questions facilitate certain cognitive and/or linguistic function (do this for all 10 items).
- What materials/illustrations/visuals/auditory stimuli would you use in intervention to enhance culturally and linguistically diverse students’ performance on your book report? Give examples and explain how your chosen methods could facilitate monolingual and bilingual children’s performance.
Search OneSearch for print book and ebooks.
Brooklyn College Library OneSearch Catalog
Search the catalog for the book you are going to read.
If there is a print book from Brooklyn College Library you wish borrow, fill out the form below.
- You will receive a transcription from a 3- or 4-years old child based on their “reading” of the Frog Story (transcriptions will be available in Blackboard under course documents).
- Analyze the language sample by calculating type token ratio and by determining the child’s T-unit.
- Based on the transcript and your result of analysis, select a specific goal for dynamic assessment for this child.
- Provide a rationale/justification for your goal selection.
- Describe the procedures of your initial testing.
- Describe at least 3 methods with intervention tools & materials that you would use to teach the selected item/content to the child.
- Describe the procedures of your post-intervention testing.
- Your paper should not be longer than 2 pages (double spaced, following APA 7th edition), not including the transcription.
- Select an exciting question/issue related to reading and/or writing & modern technology
- Review at least 3-4 research articles on your chosen topic
- Describe the issue and suggest solutions to the problem in max. 1 page (double spaced, following APA 7th edition) + References.
- Prepare a 1-slide presentation on the issue with illustrations.
- You will receive a brief case study. Read it carefully and pay attention to details.
- Imagine that this case is assigned to you for assessment and intervention.
- Describe in details the informal assessment procedures (at least 2-3) that you would perform. Provide a rationale (explanation) for each of them. Be specific about the procedures.
- Describe how you would evaluate, analyze, score the results of the informal assessment. What methods would you use with your analysis?
- Describe in details the formal assessment procedures (at least 2-3) that you would perform (tests). Provide a rationale (explanation) for each of them. Describe if any accommodations would need to be included because of the client’s language or dialect use or other cultural differences.
- Summarize the assessment outcomes that you would consider for planning the child's intervention. Explain your choices - why you think that those are the most relevant outcomes to consider prior to the start of intervention.
- Determine 3 short-term goals for intervention. These are the goals that you think are the most relevant ones to start working with. These may provide the foundation for additional work.
- Provide a rationale for each short-term goal. Why did you choose these goals?
- Determine 3 long-term goals. These may be achieved over a longer period of time.
- Provide a rationale for each long-term goal. Why did you choose these goals?
- Provide a description of the methods/tasks you would select to achieve each of your intervention goals (both short- and long-term).
- Make a list of tools, visuals, books, work-sheets, etc. that would be used during intervention. Describe the activity in which each of these tools would be used.
- Write a summary of your intervention plans for this particular child.
- Your paper should be written following APA style (7th edition).
The Center for Student Disability Services is working remotely at this time. Please email them at firstname.lastname@example.org for assistance.
Students should inform the professor if they have a disability or any other situation that may require Section 504/ADA accommodations. The faculty and staff will attempt to work out whatever arrangements are necessary.
Please provide me with your course accommodation form and discuss your specific accommodation with me as soon as possible to ensure accommodations are met in a timely fashion.
In order to receive academic accommodations students must first be registered with the Center for Student Disability Services. Students who have a documented disability or who suspect that they might have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell or the Assistant Director, Josephine Patterson or their general email email@example.com
- The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism.
- Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both.
- View complete text of CUNY Academic Integrity Policy and Brooklyn College procedure for policy implementation.
- If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member must report the violation.
- Please read the section entitled “Academic Regulations and Procedures” in the Brooklyn College Undergraduate Bulletin or Graduate Bulletin for a complete listing of academic regulations of the College.
- Students who experience the death of a loved one must contact the Division of Student Affairs, 2113 Boylan Hall, if they wish to implement either the Standard Bereavement Procedure or the Leave of Absence Bereavement Procedure. The Division of Student Affairs has the right to request a document that verifies the death (e.g., a funeral program or death notice). Contact Email: firstname.lastname@example.org
- Typically, this death involves that of a family member, in parallel to the bereavement policy for faculty and staff. However, it is up to the discretion of the Division of Student Affairs to determine if a death outside of the immediate family warrants implementation of the student bereavement policy.
- As an option, and in consultation with the Division of Student Affairs, students may take the Leave of Absence Bereavement after the Standard Bereavement.
- Reference to the Student Bereavement Policies will be noted on course syllabi.
- Students requesting a religious accommodation should contact the Division of Student Affairs as well. The chief student affairs officer, or a designee, and the student will engage in an interactive process with the goal of finding an acceptable accommodation.
- Upon approval from the Division of Student Affairs, the student is allowed one week, commencing from the day of notification to the Division of Student Affairs, of excused absence.
- Should the student feel that he/she needs additional days, these should be discussed with individual course instructors and/or the Division of Student Affairs.
- The Division of Student Affairs will contact the student’s faculty and academic staff of the student’s courses.
- Faculty and academic staff will be advised that extensions must be granted to the student for the period of one week of excused absence.
- Further extensions may be negotiated with the student when he or she returns to campus.
- Students are encouraged to discuss options with their instructors.
Leave of Absence Bereavement Procedure:
- Students may be allowed to withdraw from the semester in which the death occurs.
- The Bereavement Leave of Absence is for one semester only.
- Students who have opted to take the Bereavement Leave of Absence and have already attended classes for the semester of the leave will be allowed to re-enter the following semester without having to reapply to the college.
- Students who wish to take the leave of absence prior to the beginning of the semester will be required to reapply for the following semester.
- Students who are in good academic standing will be given the opportunity to successfully complete the credits for the semester in which they return.
- Students will consult with the Division of Student Affairs, on a case-by-case basis, as to whether they should withdraw from their courses during this leave of absence or to request incompletes from the faculty member.
- Given that there may be a potential impact on financial aid, students who receive financial aid and who take the Bereavement Leave of Absence, upon arrangement with the Division of Student Affairs, will meet with a financial aid adviser prior to taking this option.
- The New York State Education Law provides that no student shall be expelled or refused admission to an institution of higher education because he or she is unable to attend classes or participate in examinations or study or work requirements on any particular day or days because of religious beliefs.
- Students who are unable to attend classes on a particular day or days because of religious beliefs will be excused from any examination or study or work requirements.
- Faculty must make good-faith efforts to provide students absent from class because of religious beliefs equivalent opportunities to make up the work missed; no additional fees may be charged for this consideration.
- If classes, examinations, or study or work requirements occur on Friday after 4 p.m. or on Saturday, similar or makeup classes, examinations, or study or work requirements will be made available on other days, where possible and practical.
- The faculty and the administration will not allow any adverse or prejudicial effects to accrue to students availing themselves of this regulation.
- If students have complaints about the application of this policy, they are entitled to bring action or a proceeding for enforcement of their rights in the Supreme Court of Kings County
Number-letter grade equivalents