7 Flashcards
Start school (4-5)
intelligibility (1)
Sentences (1)
Social communication (2)
literacy (2)
Have intelligible speech, with
some immaturities
Speak in sentences with
some complex clause
communicate for a variety of
different social functions
Be able to take part in
conversations with children
and adults
Have knowledge of some letter names and
be able to discriminate between sounds
Be showing an interest in
reading and writing
Why are oral language skills important in school
(3) brand areas
(4) examples
Teaching and learning
Literacy
Social and emotional wellbeing
Children learn by talking and asking questions
Most teaching is talking, especially in early
years
Children need to understand the words
they read
Children need to be able to
communicate to make friends, join in
activities etc.
It is thought that school-age children
acquire xxx-xxx new words a year
It is thought that school-age children
acquire between 2,000 and 3,000 new
words each year
Knowledge and use of taxonomies
(categories) starts to become apparent
between x and x
Knowledge and use of taxonomies
(categories) starts to become apparent
between 5 and 7
Word association games
under 7…
Children under 7 are more likely to produce ‘sentence-like’ responses that reflect the language usage
they hear in everyday talk (e.g. car → “drive”)
Word association games
over 7…
Children over 7 are more likely to produce responses that are semantically related (same word type)
to the target (e.g. car → “van”)
Define Syntactic-paradigmatic shift
Define Syntagmatic responses
Define paradigmatic responses
developmental change in children’s responses on free-word association tests.
Syntagmatic responses follow the stimulus word in discourse, ‘cold’ – ‘outside’, syntagmatic responses are from a different grammatical class as the target word.
paradigmatic associates are of the same form class, ‘cold’ – ‘hot’, both being adjectives
Derived words outnumber root words at what age?
8-9 years
examples figurative language (3)
- metaphors (‘the classroom was a zoo’)
- similes (‘her eyes were like diamonds’)
- idioms (‘I put my foot in my mouth’)
Figurative understanding develops what age
8-9 years
Define fast mapping
New concept/name learnt from single exposure - working hypothesis - one novel item in view will be attributed the unfamiliar name just heard.
Fast mapping beyond early word learning (3)
we continue to add information
and refine meanings of words in a
prolonged, continuous process
throughout our lives
We build semantic networks or
webs of related words and concepts
We also draw on phonological and
grammatical knowledge
Divergent semantic production:
Divergent semantic production:
producing a diverse collection of words
based on their association with a topic.
ambulance = accident, doctor, siren…
Convergent semantic productions:
Convergent semantic productions:
identify a topic based on inferences from
associated words
water, people, crossing = ferry
Semantic networks
semantic links between tokens in lexicon
What information is stored in lexicon (3)
Grammatical
Phonological
Semantic
Semantic Feature Analysis (SFA)
client group
effect
Semantic Feature Analysis (SFA) is a therapy technique that focuses
on the meaning-based properties of words.
Aphasia (requires strong cognitive skills)
Improves word finding
What does VNeST stand for
what is it
effect
Verb Network Strengthening Treatment
focuses on verbs, encouraging participants to think of the people who perform the actions (known as agents) and the objects or people the actions are performed on (known as patients)
meant to activate the mental images and words in the brain and encourage flexible thought
define Phonological representation:
mental representation of the sounds and
combinations of sounds that comprise words in a
particular spoken language.
Syntactic bootstrapping
a wug, two wugs!
Children can use existing syntactic information to infer meanings of unfamiliar target words
syntax development in school years (6)
Complex sentences - a main clause has a subordinate or relative clause embedded in it.
passive sentences
reflexive pronouns
count/mass nouns
complex verbs eg ask, promise
temporal terms
Development of narrative development
Stadler and Ward (2005)
Labelling Listing Connecting Sequencing Narrating
Development of narrative development
Connecting example
Use of word ‘and’
Development of narrative development
Sequencing example
‘first’
‘and then’
‘because’
Examples of metalinguistic awareness.
Telling jokes and using word play
Judging appropriateness of talk form and delivery to
the context
Segmenting words into syllables and phonemes
Understanding figurative language
