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Jun 07, 2025
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ECSP 433/533 - Language Development and Disorders of the Young Child
Semester Hours: Three
This course prepares teacher candidates to demonstrate knowledge of major theoretical, conceptual, and evidence-based frameworks that describe the centrality of language to literacy learning. Candidates will explore evidence-based instructional approaches that support the development of listening, speaking, viewing, and visually representing skills in pre-K/primary learners. The course emphasizes understanding the five aspects of language acquisition phonological, morphological, syntactic, semantic, and pragmatic throughout various stages of language development. Teacher candidates will learn to recognize the implications of each aspect of language development on instructional decisionmaking for diverse and exceptional learners, which emphasizes modifying and implementing developmentally appropriate, evidence-based instructional approaches, including utilizing technology with language-impaired students. They will collaboratively design instructional artifacts and assessments that inform and modify instruction, aiming to enhance pre-K/primary learners’ language development along the continuum of language learning progression.
Note: Students taking this course for graduate credit must complete all graduate course requirements.
Prerequisite(s): EDUC 203 , EDUC 303 , and admission to the Teacher Education Program.
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