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CASD 7337X Speech Sound Development and Disorders

Instructor Klara Marton OER

Description and Meeting Info

Course Name: CASD 7337X Speech Sound Development and Disorders

Phonological theory and research of typical articulation and phonological patterns; perceptual and motor development; phonological processes; evidence-based assessment and intervention; etiologies and characteristics of speech sound disorders; relationships to phonological awareness and literacy; culturally and linguistically appropriate practice.

Semester: Fall 2020
Section: Wednesdays 4:15-6:15
Course Meeting Location: Online via this OER site and Blackboard site
Course Meeting Times: A combination of synchronous and asynchronous
Readings and Videos: Available for free on course's OER website, the site you are on right now

How to Use this OER site

Course Site Structure and Explanation

  • Course website for CASD 7337X Speech Sound Development and Disorders
  • Read through the website "Home" page to find out about the course aims, requirements, outline, grading and to access a downloadable version of the syllabus.
  • On the website, select the day of the week your course "meets" - either Tuesday or Wednesday
  • Course readings, videos and lecture slides are listed and available for free.
  • There is a "Blackboard" tab which will take you to your course Blackboard BLOG where you will post to the group discussion etc.
  • You will also use Blackboard to turn in your assignments and find grades.

Course Information

Instructor: Klara Marton, Ph.D.


Online Office Hours:

  • Tuesdays 3:30-4:30 PM
  • Wednesdays 3:00-4:00 PM

This course provides an overview of articulation and phonology. New phonological theories as theoretical frameworks are introduced for analyzing speech-language production. The course focuses on the interactions between the form (articulation) and function (phonology) of speech production and on the relationship between speech-language production and perception. Articulation and phonological disorders in both children and adults are identified and distinguished from each other and from speech-language differences, such as dialects and accents. Students are introduced to a number of evidence-based assessment and intervention methods including traditional and phonological treatment methods.

Upon successful completion of this course students will be able:

  1. To define and describe the major branches of phonology: linear versus nonlinear phonologies
  2. To identify the different stages of phonological development including speech perception and production
  3. To identify dialect & accent variations including standard and non-standard dialects, and second language characteristics
  4. To identify and describe culturally appropriate comprehensive evaluations and screenings including various assessment tools, and techniques for analyzing and scoring speech-language samples
  5. To identify the concepts and strategies of intervention and to determine short- and long-term goals of therapy 
  6. To distinguish between phonetic and phonological disorders, identify speech-motor and cognitive-linguistic problems, and to compare and contrast phonetic and phonological intervention methods

Detailed information about these course required tasks on the “Assignments” page.          

  1. Article review – 1 critical remark/article - Blackboard Discussion board (weekly)
  2. Leading 1 article discussion with a partner
  3. Collection and analysis of a 200-word connected speech-language sample (due: 10/07/2020)
  4. Project (due: 11/04/2020)
  5. Portfolio (due: 12/16/2020)

Students are expected to come to our online meetings prepared, read assigned papers before our online class, watch the assigned videos, complete outside class assignments in a timely fashion, and participate in class discussions. It is expected that each student has the basic knowledge of phonetics from previous studies. To help students to refresh their knowledge, prerequisite readings and exercises with answer keys are provided prior to this course by the instructor (see summer packet).

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.

  1. Article review 20%
  2. Leading 1 article discussion with a partner 15%
  3. Collection and analysis of a 200-word connected speech-language sample 25%
  4. Project 20%
  5. Portfolio 20%

From articulation to phonology

Organization of speech-language; top-down processes; phones vs. phonemes; phonological information in speech production; major branches of phonology: linear versus nonlinear phonologies; distinctive feature theories; generative phonology; natural phonology; autosegmental phonology; metrical phonology.

Phonological development in mono- and bilingual speakers

Structural & functional development of speech; early phonological development; perception of spoken language; the role of babbling; the transition period from babbling to speech; the emergence of a phonological system; segmental rules; phonological processes; phonological awareness; suprasegmentals - metrical patterns.

Dialect variations and second language speakers

Standard versus non-standard dialects; code switching and bidialectalism; language socialization; difference vs. disorder.

Assessment & appraisal: Analysis of speech-language samples

Types and sizes of speech samples; spontaneous speech-language samples; norm referenced tests; methods of scoring; broad phonetic analysis; interpretation of results.     

Diagnosis: Assessment of speech sound disorders

Diagnosis & evaluation; screening procedures; comprehensive phonological evaluation; decision making: articulatory vs. phonological disorders; intelligibility; oral-motor examination.

Speech sound disorders in different populations

Articulation vs. phonological disorders; the nature & determinants of phonological disorders; the relations between phonological disorders and problems in other language areas; hearing impairment; childhood apraxia of speech; cleft palate; acquired apraxia of speech; dysarthrias.

Therapy: Articulation based speech sound disorders

Factors related to remediation; phonetic versus phonemic emphasis; choosing goals for intervention; underlying procedures; measuring changes; structure of sessions; traditional motor approach; sensory-perceptual training; minimal pairs.

Therapy: Phonemic based speech sound disorders

Minimal opposition contrast therapy; phonological process therapy; cycles training; metaphon therapy; connecting phonology to morphology & semantics.

CUNY Policies

Brooklyn College's Diverse Center for Student Disability Services group smiling.

The Brooklyn College Center for Student Disability Services is back to working in-person on campus, though you can still reach out via email and phone. Please email them at for assistance.

Location: 138 Roosevelt Hall
Phone: 718.951.5538
FAX: 718.951.4442
Department Office Hours:

  • Monday: 9 a.m.–4:45 p.m.
  • Tuesday: 9 a.m.–4:45 p.m.
  • Wednesday: 9 a.m.–6:45 p.m.
  • Thursday: 9 a.m.–6:45 p.m.
  • Friday: 9 a.m.–4:45 p.m.

Note: Office hours during summer and winter intersession breaks varies.

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 your professor with your course accommodation form and discuss your specific accommodation with your professor 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

Center for Student Disability Services (CSDS) Mission:
It is the mission of the Center for Student Disability Services (CSDS) to ensure that students with disabilities have equal access to all campus facilities, curricula, and activities. The program’s objective focuses on providing students with reasonable disability-related accommodations and the opportunity to maximize their academic success at Brooklyn College. The goal is to ensure an inclusive environment while maintaining and enhancing the college’s academic excellence by providing students with disabilities the opportunity to achieve their highest possible academic potential.

Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Brooklyn College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person’s work, words, or ideas as your own. Students should consult the Brooklyn College Student Handbook for a fuller, more specific discussion of related academic integrity standards.

Academic dishonesty is punishable by failure of the “…test, examination, term paper or other assignment on which cheating occurred” (Faculty Council, May 18, 1954).

In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection (Adopted by Policy Council, May 8, 1991).

NOTE: If you have a question about how to cite correctly ask your teacher BEFORE submitting your work.

  • 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.

Bereavement Policy:

  • 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:
  • 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.

Bereavement Procedure:

  • 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
Numerical grade Letter Grade
97-100 A+
93-96 A
90-92 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
63-66 D
60-62 D-
Below 60 F


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Need assistance with off-campus access? Go to the library's Library Remote Access page for assistance and instructions.

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Newspaper Icons

NYTimes logo.Items located on the NYTimes site, access with free CUNY account.

Wall Street Journal logo (wsj initials).Items located on Wall Street Journal site, access with free CUNY account.