ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.25 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Teacher Training
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
CONCEPTUAL
1. To know the main risk indicators of language, speech and voice problems in childhood
2. To know the fundamental strategies for the formal and non-formal evaluation of language, speech, and voice.
3. To recognise the main language and speech assessment tests.
4. To recognise and understand the guidelines for non-formal evaluation and the various aspects of evaluation.
PROCEDURAL
1. To be able to recognise the signs and indications of possible language and speech disorders or problems during the childhood stage, distinguish them and identify them in the classroom.
2. To be able to interpret different language and speech assessment tests, both formal and non-formal assessment.
3. To develop strategies and skills for non-formal evaluation based on language sample recordings and language observation.
4. To establish profiles of the linguistic level based on the appropriate tests.
5. To promote the capacity for cooperative work and the development of social skills in a group.
6. To promote the development of oral communication skills and oral presentations.
7. To promote the management of bibliographic and documentary resources and ICTs within the framework of informational competence.
8. To promote the use and management of virtual platforms as a didactic medium that allows greater continuity in teacher-student communication and better follow-up of the learning process.
ATTITUDINAL
1. To promote values of tolerance and respect for the opinion of others.
2. To promote the development of open, flexible, communicative, empathetic, and assertive attitudes, within the interaction and teamwork.
3. To develop respect for individual diversity in students as individuals and as future teachers.
The subject is structured into 3 thematic blocks through which students will acquire necessary knowledge for the detection of language and speech problems in the classroom, which is an essential task for teachers, as well as the bases for evaluation and assessment of language and speech problems that may occur.
MODULE 1. EARLY DETECTION IN THE FIELD OF ORAL LANGUAGE AND WRITING DISORDER AND DIFFICULTIES
1. Risk factors for general learning difficulties
2. Risk factors for language disorders
MODULE 2. THE EVALUATION OF LANGUAGE AND SPEECH
1. Evaluation approach and objective
2. Formal and non-formal evaluation: description and definition, application, advantages and disadvantages
MODULE 3. THE EVALUATION PROCESS: PHASES, EVALUATION PARTS AND INSTUMENTS
1. The clinical interview: anamnesis and technical file
2. The previous and complementary tests
3. Assessment of oral language
4. Assessment of written language
5. Assessment of speech and voice
Basic bibliography
Available online:
Alemán, N., Ardanaz, J., Echeverría, A., Poyo, D. and Yoldi, S. (2006). Evaluación de la comunicación y del lenguaje (ECOL). Manual. Fondo de Publicaciones del Gobierno de Navarra.
Agencia Andaluza de Evaluación Educativa. Guía de Evaluación de destrezas lectoras. Educación Primaria. Junta de Andalucía.
Arias, M. A., Iglesias, M. J. and Mendiri, P. (2000). Trastornos del lenguaje: instrumentos de recogida de datos. En el Libro de Actas del V Congreso Galego-Portugués de Psicopedagoxía, 4 (6), 485-496.
Fernández, P. (2002). La evaluación del lenguaje oral en los trastornos específicos de desarrollo del lenguaje. Revista galego-portuguesa de psicoloxía e educación: revista de estudios e investigación en psicología y educación, 8, 399-40.
Fiuza, M. (2011). Una realidad olvidada: la salud vocal en educación infantil y primaria. Revista Galego-Portuguesa de Psicoloxía e Educación, 19(1), 27-40. García, M. A. y Martínez, M. A. (2016). Desarrollo psicomotor y signos de alarma. En: AEPap (ed.). Curso de Actualización Pediatría 2016, 81-93. Lúa Ediciones.
Herrera, P., Delgado, L., Fonseca, H. and Vargas, P. (2012). Factores socio-afectivos relacionados con las dificultades escolares en niños y niñas “estrella” del programa psicomotricidad e intervención. Revista en Ciencias del Movimiento Humano y Salud 9(1),1-17.
M.E.C. (1996). La Evaluación Psicopedagógica: Modelo, orientaciones, instrumentos. Secretaría General de Educación y Formación Profesional, CIDE.
Romero, J. F. and Lavigne, R. (2006). Dificultades en el Aprendizaje: Unificación de Criterios Diagnósticos. II. Procedimientos de Evaluación y Diagnósticos. Materiales para la Práctica Orientadora. Volumen Nº 2. Consejería de Educación de la Junta de Andalucía.
Peñafiel Puerto, M. (2012). Indicadores tempranos de los trastornos del lenguaje. Formación Activa en Pediatría de Atención Primaria, 5 (1), 40-46.
Salguero, S. M., Álvarez, A. Y., Verane, D. D. and Santelices, J.B.Y. (2015). El desarrollo del lenguaje. Detección precoz de los retrasos/trastornos en la adquisición del lenguaje. Revista Cubana de Tecnología de la Salud, 6 (3), 43-57.
Not available online:
Acosta, V. (2006). La evaluación del lenguaje oral. En J. L. Gallego (Dir.), Enciclopedia temática de logopedia Vol. 1 (pp. 277-299). Aljibe.
Alemán Gómez, N., Ardanaz, J., Echevarria, N. et al. (2006). Evaluación de la comunicación y el lenguaje. ECOL. Gobierno de Navarra.
Mendoza Lara, E. (2010). La evaluación del lenguaje: orientaciones alternativas. Revista de Logopedia, Foniatría y Audiología, 30 (4), 167-173.
Puyuelo M. and Rondal, J. A. (2005). Manual de desarrollo y alteraciones del lenguaje. Masson.
Rivas Torres, R.M. and Fernández, P. (2011). Dislexia, Disortografía y Disgrafía. Pirámide.
Rodríguez, M.P. and Rodríguez, F. (2007). Ayudamos a hablar (Programa de estimulación y prevención de dificultades en el lenguaje oral en Ed. Infantil). Fundación ECOEM.
Villegas, F. (2010). Materiales de logopedia. Evaluación e intervención de las dificultades fonológicas. Pirámide.
Complementary bibliography
Sánchez, M. C. and Iglesias, M.J. (2008). Diagnóstico de las dimensiones y ámbitos del lenguaje. En M.C. Sánchez and M. J. Iglesias, Diagnóstico e Intervención Didáctica del Lenguaje Escolar (pp. 23-43). Netbiblo.
General competences:
G2. To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals from the centre.
G3. To effectively address language learning situations in multicultural and multilingual contexts. To encourage reading and critical commentary on texts from the various scientific and cultural domains contained in the school syllabus.
G4. To design and regulate learning spaces in contexts of diversity and that attend to the following: gender equality, equity and respect for human rights that make up the values of citizen education.
Basic competences:
B1. That students can demonstrate knowledge and understanding in a subject area that builds on the foundation of general secondary education and is often at a level that, although supported by advanced textbooks, also includes some aspects involving knowledge from the vanguard of his field of study.
B2. That students know how to apply their knowledge to their work or vocation in a professional way and have the skills that are usually demonstrated through the development and defense of arguments and problem solving within their area of study.
B3. That students are able to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.
B4. That students can convey information, ideas, problems and solutions to both specialized audience and non-specialized audience.
B5. That students develop learning skills necessary to undertake further studies with a high degree of autonomy.
Specific competences:
E11. To know the processes of interaction and communication in the classroom.
E47. To speak, read and write correctly and adequately in the official languages of the Autonomous Community.
E50. To know the difficulties for learning the official languages for students who speak different languages.
E51. To address situations of language learning in multilingual contexts.
E68. Regulate interaction and communication processes in groups of students aged 6-12 years.
Transversal competences:
T1. Instrumental knowledge of a foreign language.
T2. Instrumental knowledge of the Galician language.
T3. Instrumental knowledge of information and communication technologies.
T4. Informational competence.
The teaching methodology is closely related to the teaching/learning processes and, therefore, must be planned in such a way that it leads to the achievement of the competences formulated for the subject. To this end, an active methodology is proposed, which combines individual and group activities, and promotes the constructive resolution of the difficulties that arise in learning the subject. The teaching proposal includes, on the one hand, expository classes and, on the other, interactive classes and tutorial sessions.
Full group face-to-face activities include expository classes that are used to introduce, to establish a base and develop the basic aspects of the subject, providing students with the theoretical bases to be able to interpret the information a posteriori, in the preparation of proposed works and tasks. They will be accompanied by audiovisual materials that serve as revitalizing and illustrative elements of the basic contents of the subject and contribute to the achievement of the relevant competencies. It is also intended that the student learn to carry out autonomous work and study and begin in the decision-making task of psychoeducational activity.
In interactive classes sessions, in addition to delving into specific content in detail, the aim is to provide students with necessary tools to carry out autonomous work (information search and management, case analysis, selection of materials, presentation of reports, etc.) trying to favour and encourage group tasks and promote critical thinking and decision-making. In any case, in the classroom work, the presentation by the teacher will be constantly combined with various individual and/or group techniques of different duration according to the needs of each subject. In this way, the class is not only a moment in which information is only received but also students will work on the relevant materials beforehand, so that discussion and the exchange of opinions are possible.
In the tutorial sessions, the specific needs of each student will be attended and the relevant orientations will be carried out in order to guide the teaching-learning process. The tasks supervision will be carried out, and their monitoring and continuous evaluation both in relation to the field of knowledge and to the competences.
In order to obtain a positive evaluation in the subject, it will be necessary to have carried out all the specified evaluation activities on time.
For evaluation purposes, the same work cannot be used for several subjects, except in activities programmed in a coordinated manner.
The course evaluation system includes the following aspects:
1) SPECIFIC TEST (40%-50% of the final score). It may include objective test(s) of content assessment, papers or written reports and/or oral presentations. These works will be individual. Students must obtain a minimum grade that corresponds to 50% of the maximum score in this section so that the rest of the grades can be added.
2) WRITTEN REPORTS AND OTHER PRODUCTIONS (30%-40% of the final score). This section of the evaluation includes all those activities that are carried out in a small group, such as, for example, the works or tasks to be carried out by several classmates and the presentation of these activities or tasks to the class group. Students must obtain a minimum grade that corresponds to 50% of the maximum score in this section so that the rest of the grades can be added.
3) ORAL PRESENTATIONS (5%-10% of the final score). The students will have to present some work done in the previous section. The presentation, expository clarity, synthesis capacity, coherence and discursive organization will be evaluated.
4) ATTENDANCE AND PARTICIPATION (5%-10% of the final score) will be taken into account. Attendance, together with the active participation of the students, will lead to obtaining the aforementioned qualification, which may be gradually reduced according to the students do not attend/participate in classes.
It is important to consider that:
- Conditions to pass the subject: to obtain a pass grade, students must achieve a minimum score of 5 final grade points. This score must be derived from obtaining half or more of the maximum mark in the sections 1) SPECIFIC TESTS AND 2) WRITTEN REPORTS AND OTHER PRODUCTIONS. Only when both parts are passed, both grades will be summed up.
- Students with exemption from teaching: students must contact the professor in the first two weeks of class to specify an alternative assessment plan.
- Students who do not pass the subject at the first opportunity (common period). Students may pass the exam in the 2nd opportunity (extraordinary evaluation). In this case, the scores obtained -during the common period- in the sections passed will be respected. Students must pass those that have not passed according to the instructions of the professor. The requirements to pass the subject will be the same as in the first opportunity.
- Students with functional diversity: Students who present some type of functional diversity or difficulty for a normal daily follow-up of the subject, whether this difficulty is permanent or temporary, must justify their situation through a document issued by the accredited USC service and report their case to the professor of this subject within the first two weeks of the affected semester, so that an adapted work plan can be agreed upon as soon as possible to attend to each particular situation.
- For evaluation purposes, the same work cannot be used for several subjects, except in activities programmed in a coordinated manner (if any).
- Individual or group work by students must be original.
- In case of a fraudulent completion of exercises or tests, the provisions of the Regulations for evaluating the academic performance of students and reviewing grades will apply.
- The aspects related to evaluation in the second opportunity, as well as the students of previous calls and students with exemption from teaching will be specified in a timely manner at the beginning of the semester.
The subject has a total of 4.5 ECTS credits that are distributed among expository classes, interactive classes, tutorials, and evaluation.
Estimated hours for student work:
Attendance activities.............Hours...............Student autonomous work..........Hours
Expositive classes...................18..................Study..........................................40
Interactive classes..................18..................Elaboration of works......................30
Tutorials.................................2
Total hours.............................38.................Total hours...................................70
Students are recommended the following:
1. The organization and sequencing of the work according to the criteria established by the teacher.
2. The maintenance of a continuous communication with the teacher that guarantees the opportune follow-up of the subject, and the consultation of all those questions that can formulate doubt or conflict for the maximum understanding of the content.
3. The availability of a computer with network access, or if not available, the possibility of using the centre’s computers. This requirement is essential for monitoring the subject through the virtual platform that will be used as a didactic resource on the subject.
In addition, the following requirements may also be considered:
1. Assistance and active involvement in class dynamics.
2. Interest in the study of the discipline in relation to the degree.
3. Basic command of the English language.
4. Possess basic information and computer skills.
ENVIRONMENTAL RESPONSIBILITY:
In relation to personal or group work carried out for the subject, the following indications must be taken into account:
-Avoid plastic covers or other unnecessary external packaging.
-Whenever possible, use staples instead of crimping.
-Print both sides in “ink saving” quality.
-Do not use blank pages as separators for chapters or parts.
-Avoid annexes that do not have direct reference to the topics developed.
GENDER PERSPECTIVE: In response to gender equality criteria in the university environment, it is recommended to use non-sexist language both in daily classroom work and in assigned academic work.
USE OF THE MOBILE IN THE CLASSROOM: The use of the mobile phone in the classroom is restricted to its use as a work instrument following the indications given by the teacher, making the students responsible for the legal and academic consequences that may arise from a job not adapted to the same.
MANDATORY USE OF INSTITUTIONAL MAIL rai. usc.es
Veronica Marcos Martinez
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- veronica.marcos.martinez [at] usc.es
- Category
- Professor: Temporary supply professor to reduce teaching hours
| Tuesday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLE_01 | Spanish | Classroom 25 |
| 10:30-12:00 | Grupo /CLIS_01 | Spanish | Classroom 25 |
| 06.06.2025 19:00-21:00 | Grupo /CLE_01 | Classroom 22 |
| 06.25.2025 16:00-18:00 | Grupo /CLE_01 | Classroom 22 |