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Disorders and Assessment of Spoken and Written Language Acquisition

Code: 104146
Credits: 9
2026/2027
Degree programme Type Course
Speech therapy OB 2

Contact lecturer

Name :
Pilar Jané Peralta
Email :
pilar.jane@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

Major vehicular language: Catalan (cat)

Full group in English: No

Full group in Catalan: Yes

Full group in Spanish: No


Prerequisites


To master the Catalan language orally (in articulation and phonetic discrimination) and in writing (spelling and composition) in a correct way.

To have assimilated basic knowledge of normotypical and pathological oral and writing language acquisition.

To have assimilated knowledge of methods of learning to read and write.

To have assimilated knowledge of the areas and levels of oral and writing language.

Objectives

To know how to differentiate and identify a language acquisition disorder of a normal developmental and evolutionary stage, as well as to make the differential diagnosis with other types of developmental disorders.
To know and know how to evaluate the appropriate objectives in the different disorders of oral and written language acquisition and how they can interact in the subsequent global development.
Know and know how to select and effectively use the different general and specific assessment techniques for each area and for the different types of disorders.
To know how to understand and draw conclusions from evaluative reports of oral and written language development disorders.
To have a global vision of language acquisition and its possible disorders as well as the most appropriate assessment techniques according to the variables of each case.

 

Learning outcomes

  • CM09 (Qualify the techniques and tools of evaluation and diagnosis in oral and written language.) Qualify the techniques and tools of evaluation and diagnosis in oral and written language.
  • CM10 (Interpret the results of the oral and written language assessment.) Interpret the results of the oral and written language assessment.
  • KM18 (Describe specific language disorders and learning disorders derived from and/or related to them.) Describe specific language disorders and learning disorders derived from and/or related to them.
  • KM19 (Identify situations that require referral to other specialists and completion of treatment.) Identify situations that require referral to other specialists and completion of treatment.
  • SM15 (Discuss the validity of a published study on alterations in language acquisition and learning.) Discuss the validity of a published study on alterations in language acquisition and learning.
  • SM16 (Apply the specific assessment tools and techniques appropriate to oral or written language disorders.) Apply the specific assessment tools and techniques appropriate to oral or written language disorders.
  • SM18 (Prepare in writing a diagnosis and the consequent intervention for a case with alterations in oral or written language acquisition or learning.) Prepare in writing a diagnosis and the consequent intervention for a case with alterations in oral or written language acquisition or learning.

Contents

Block 1. Oral language acquisition disorders


Developmental language difficulties.

Late speakers

3.Language delay

Developmental language disorder

5.Differential diagnosis (LD, ASD, SCD and SSD)


Block 2.: Oral Language Assessment Process


1.Assessment process

Language assessment as a product

3.Language assessment by processes

Pre-verbal assessment

TDL assessment


Block 3. Specific learning disorders


1.Reading Disorder

1.1 Definition

1.2 Characteristics

1.3 Classification

1.4 Diagnosis


2.Writing disorder

2.1 Definition

2.2 Characteristics

2.3 Classification

2.4 Diagnosis


Block 4. Assessment tests for specific learning difficulties


Reading and writing tests

Tests of basic learning devices

Screening tests

Specific tests


Learning activities and methodology

Title Hours ECTS Learning outcomes
Practical case action 16 0.64 CM09, CM10, KM18, KM19, SM18
Study for the partial tests (EV.1 & EV.2) 70 2.8
Attendance to theoretical (43,5h) and practical classes (24h) 67.5 2.7 CM09, CM10, KM18, KM19, SM15
Viewing cases with application of theoretical knowledge 5.5 0.22 CM09, CM10, SM16
Bibliographic search of evaluative resources and standards 12 0.48 CM10, KM19, SM15
Analysis of case studies applying theoretical knowledge 9 0.36 CM09, CM10, KM19
Post-seminar portfolio writing 12 0.48 CM09, CM10, KM19
Several lectures related to the theory blocks and elaboration of summaries and conclusions in writing or oral presentation in class 30 1.2 CM09, CM10, SM15
The methodology will consist of lectures with explanations of the theoretical programme, which students must have read in advance the materials uploaded to the campus in order to make the most of interactive sessions,
jointly alternated with the viewing of practical cases; as well as practical classes with case exposure and presentation of various exploration tests.
 
The training activities will be focused on real cases that will have to be evaluated from the observation of video material and the results obtained in tests, applying theoretical knowledge. 
Students will have to carry out the administration of a large evaluation test of a subject and to make the presentation of the corresponding pass, correction and interpretation in class.


Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Ev. 4. Administration of an oral or written language assessment test, interpretation of the results, written submission of the case and oral presentation. 20% 0 0 CM09, CM10, SM16, SM18
Ev. 2. Multiple choice exam corresponding to topics 3 and 4 30% 1.5 0.06 CM10, KM18, KM19
Ev. 1. Multiple choice exam combined with open questions to develop a case or concepts, corresponding to blocks 1 and 2 30% 1.5 0.06 CM10, KM18, KM19
Ev. 3. Collective discussions: collective authorship, oral format, face-to-face (first and second evaluation period). Seminar portfolio 20% 0 0 CM10, KM19, SM15, SM16

Assessment System

The assessment system is organized into four evaluation activities of two different types, ALL OF THEM MANDATORY:

Ev. 1. Multiple-choice exam combined with open questions to develop a case or concepts, covering Units 1 and 2 – 30% of the final grade (during the first evaluation period). In-person and individual.

Ev. 2. Multiple-choice exam covering Units 3 and 4 – 30% of the final grade (during the second evaluation period). In-person and individual.

Ev. 3. Collective discussions – 20%. Oral format, collective authorship, in-person. Group portfolio from seminars. This evidence is not subject to resit.

Ev. 4. Administration of an oral or written language assessment, interpretation of results, written case report and oral presentation – 20% of the final grade. In-person and individual.

Evidence Code Table

Evidence Code Name Weight Format Individual/Group In-person/Online
EV1 Exam A (1st Partial) 30% Written Individual In-person
EV2 Exam B (2nd Partial) 30% Written Individual In-person
EV3 Collective discussions: oral format, collective authorship, in-person. Group seminar portfolio 20% Written Individual/Group In-person
EV4 Administration of a language test, result interpretation, written report and oral presentation 20% Written Individual In-person


According to the Faculty’s assessment guidelines, a course is considered passed when the final grade is 5.0 or higher and a mark of at least 4.0 has been obtained in each on-site assessment that contributes 20% or more to the continuous assessment grade. If these requirements are not met, the maximum grade that will be recorded on the student’s transcript will be 4.5.


TRANSLATION OF THE IN-PERSON EVALUATION TESTS will be provided only if the requirements in Article 263 are met and the request is submitted during Week 4 via the online form (E-Form). (More information on the Faculty’s website.)

Resit Examination

Students may be eligible for a resit exam if they have not met the criteria to pass the course but have previously been assessed in a set of activities whose weight is equivalent to at least two-thirds of the total grade (Ev. 1, Ev. 2, and Ev. 4).

Students who do not pass Ev. 1 or Ev. 2 with a score equal to or greater than 5 may take the corresponding resit test for the failed activity.

Ev. 3 is not resittable.

The maximum grade a student can earn in a resit exam is 5 out of 10.

Second or later enrollments will not be assessed through a single, non-recoverable synthesis test.

General assessment guidelines:

https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html


Single Assessment Request

The Single Assessment must be requested online (E-Form) within the specific period (more information available on the Faculty website).

The course will be considered passed if all learning evidences are passed with a minimum of 5.0 out of 10.

The final grade will be the weighted average of the evidences, as follows:


SINGLE ASSESSMENT – EVIDENCE TABLE

Name & Description of the Evidence Weight Duration (in hours, for in-person component) Date of Completion/Submission
EV1: Exam A (1st Partial) 30% 1.5 hours First evaluation period
EV2: Exam B (2nd Partial) 30% 1.5 hours Second evaluation period
EV3: Collective discussions – oral format, collective authorship, in-person. Group seminar portfolio 20% 0 hours First and second evaluation periods
EV4: Administration of a language test, result interpretation, written report and oral presentation 20% 0 hours Second evaluation period


Feedback on Evaluation

According to the Faculty's guidelines, this course will provide students with timely feedback on evaluation activities.

Feedback deadlines are as follows:

  • Written exams: within one week of completion.

  • Practical assignments: within two weeks of submission.


Specific Guidelines for Practical Sessions and Seminars

Use of Artificial Intelligence (AI)

Model 2 – Restricted Use:

For this course, AI technologies are allowed only for support tasks, such as literature or information searches, text correction, translations,and other specific activities (e.g., practical assignments). In these cases, students must clearly identify the AI-generated content, specify the tools used, and include a critical reflection on how these tools influenced the process and final outcome.

Lack of transparency regarding the use of AI in assessable tasks will be considered academic dishonesty and may result in partial or total penalties to the grade or even more severe sanctions in serious cases.

AI tools are strictly prohibited in the collective seminar discussions, as these activities aim to develop critical reasoning and personalized application of acquired knowledge.


Attendance to Practical Seminars

Attendance is mandatory.

To be assessed, students must attend at least 80% of the sessions. Any absence must be properly justified with official documentation. Otherwise, the corresponding activity will receive a grade of 0.

Failure to attend 80% of the seminars will result in Ev. 3 being marked as “Not Assessable”, and the course will automatically be considered “Not Passed.”


Submission of Practical Assignments

Assignments must be submitted within the established deadlines and formats.

Late or incorrectly formatted submissions will be penalized with a deduction of 2 points from the assignment grade.


Bibliography

References:

  • Aguilar-Mediavilla, E. (2022). Avaluació dels trastorns del llenguatge oral. Universitat Oberta de Catalunya. Disponible en línia.
  • Aguilar-Mediavilla, E., & Serra-Raventós, M. (2012). Trastorns del desenvolupament del llenguatge oral. Barcelona: UOC.
  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Arlington, VA: American Psychiatric Publishing.
  • Bishop, D. V. M. (2017). CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080.
  • Cuetos, F.(2009). Psicología de la lectura. Madrid: Síntesis
  • Cuetos, F. (2009). Psicología de la escritura. Madrid: Síntesis.
  • Leonard, L. B. (2014). Children with Specific Language Impairment (2a ed.). MIT Press.
  • López Escribano, C. (2007). Trastornos de la lectura y la escritura: Diagnóstico e intervención psicopedagógica. Madrid: Síntesis.
  • Norbury, C. F., Tomblin, J. B., & Bishop, D. V. M. (2008). Understanding Developmental Language Disorders: From Theory to Practice. Psychology Press.
  • Paul, R., & Norbury, C. F. (2018). Language Disorders from Infancy Through Adolescence (5a ed.). Mosby Elsevier.
  • Sanz-Torrent, M., & Serrat, E. (2011). Trastorns del llenguatge: Avaluaciói intervenció. Barcelona: UOC.
  • Snowling, M. J., & Hulme, C. (2012). Interventions for children's language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27–34.
  • Tomblin, J. B., & Nippold, M. A. (2014). Understanding Individual Differences in Language Development Across the School Years. Psychology Press.
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal ofChild Psychology and Psychiatry, 45(1), 2–40.
  • World Health Organization. (2019). InternationalClassification of Diseases 11th Revision (ICD-11). Ginebra: WHO.

During the fourth quarter, more bibliography and articles will be given to the topics worked.

Software

It does'nt apply

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Catalan second semester morning-mixed
(SEM) Seminars 111 Catalan second semester morning-mixed
(SEM) Seminars 112 Catalan second semester morning-mixed
(SEM) Seminars 113 Catalan second semester morning-mixed