9 - Language and Literacy during the school years and beyond

Question 1

Development in Related Domains

Answer 1

6 years - express own feelings and empathy for others’ feelings
12 years - onset of puberty, voice change
14 years - increase ability in abstract reasoning and problem solving

Question 2

Burke, 2012 – Importance of increasing academic skills

Answer 2

“Spotlight on poverty and opportunity”
http://www.spotlightonpoverty.org

• US ranks 4th in the world for per-pupil spending
• However, we are much lower than other countries in math and reading
• American 15 year olds middle zone in reading, near the bottom in math, falling behind Estonia and Slovenia

Question 3

Implement common core standards into our treatment:

Answer 3

• Free apps!
• Standards are nationwide for all subjects (eg science, math, history, language arts)
• working with school-aged students, we need to write our goals to these standards and help students achieve them.

Question 4

how many words are first graders capable of understanding?

Answer 4

20,000

Question 5

how many words do 6th graders understand?

Answer 5

50,000

Question 6

The process of associating additional features with a word

“father” is not only dad, but other kids have fathers

Answer 6

Horizontal development

Question 7

learning multiple meanings of the same word

eg: Rock means a lot of things

Answer 7

Verticle development

Question 8

Used early in life: young children assemble groupings based on themes

eg: “slide” might go with playground, swings, sandbox, recess

Answer 8

thematic organization

Question 9

later in school years - students use categories (overall lables)

eg: “cake” is a dessert like cookies, ice cream, pie

Answer 9

Taxonomic organization

Question 10

clinician gives a word, student thinks of other words to go with it

Answer 10

divergent semantic production

Question 11

clinician gives a variety of words and prompts student to say a specific word that they point to

Answer 11

convergent semantic production

Question 12

These productions are important to academic success and are also used by state standarized tests

Answer 12

Convergent and divergent semantic productions

Question 13

subtly changing the subject (subsequent utterance maintains one aspect of the previous utterance, but shifts to a related topic)

Answer 13

Topic shading

Question 14

relatively structured information presented in a logical and tutorial manner

Answer 14

expository teacher language

Question 15

central organizing themes of stories that include the setting and the episode

Answer 15

plots

Question 16

events and elements of a story relate to each other but are not well organized under an overall plot

Answer 16

unfocused chains

Question 17

central characters and true sequences of events, but not the characters’ internal plans or intentions

Answer 17

focused chains (9yo)

Question 18

characters complete their goals (in narratives)

Answer 18

Complete narratives

Question 19

speakers analyze stream of language into linquistic units such as phonemes, syllables, words

Answer 19

Segmentation

Question 20

utterances that convey meaning by suggesting a conneciton between two contexts that share features or relationships

types: similes, metaphors, idioms, proverbs

Answer 20

figurative language

Question 21

directly state analogous relationship (usually uses ‘as’ and ‘like’)

• your lips are like pedals - bicycle pedals

Answer 21

Simile

Question 22

an analogous relationship

• love is a rose
• he’s a bull in a china shop

Answer 22

metaphor

Question 23

two or more interpretations are possible for same utterance

• I have my earring back.
• She’s looking blue.

Answer 23

Ambiguity

Question 24

understanding that referents can have multiple names (small container for drinking - cup, glass, mug)

Answer 24

word awareness

Question 25

graphemes –> phonemes –> words –> sentences –> ideas

Answer 25

bottom up model (in early stages)

Question 26

extract meaing from text, associated with whole language approach

Answer 26

Top down model (later stages)

Question 27

Precommunicative spelling - scribbles

Answer 27

3-5 years writing development

Question 28

Semiphonetic spelling - symbols represent sounds, but entire words may be represented by 1 or 2 key letters

Answer 28

5-6 years

Question 29

Phonetic spelling - begin to symbolize all sounds. Might be misspelled, but all sounds should be there.

Answer 29

6-7 years

Question 30

Transitional spelling - child spells pretty well, but may still have reversals

Answer 30

7-8 years

Question 31

Conventional spelling - rules for mature spelling consistently applied

Answer 31

Beyond 8 years

Question 32

Changes across the lifespan

Answer 32

• lose hearing
• develop additional registers - ways to communicate
• Add to vocabulary while declining in word retrieval skills (use more general than specific terms)

Question 33

3 nonlanguage cognitive abilityes that impact language for older people…

Answer 33

1. inhibition: more distraction
2. speed of processing slows down
3. working memory declines, less comprehension