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Psychology 465- Language Development > Chapter 10: Language and Literacy > Flashcards

Chapter 10: Language and Literacy Flashcards

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1
Q

When does Phonological Development happen

A
  • by age 5 children have largely mastered their phonological system but is improved throughout adolescence
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2
Q

What phonological development changes are seen in adolescents

A
  • children become more fluent at producing complex sounds and multisyllabic words
  • they improve their phonological memory and their rapid naming skills and phonological awareness.
  • these later skills have all been linked to reading ability
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3
Q

Which years are children most influenced by peer’s speech

A
  • between 4 and 14 years

- children usually adopt the accent of their peers

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4
Q

Are changes in dialect and accent socially motivated

A
  • children use their choice of accent to express solidarity with a social group
  • yes
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5
Q

What is Phonological Awareness

A
  • the conscious awareness of the phonological properties of language such as the ability to count the number of syllables in a word and to identify rhyme
  • the ability to think about and break-down the sounds of language
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6
Q

When does phonological awareness happen and how does it work

A
  • some develops before kids learn to read, others develop as they learn to read
  • it is a critical skill for literacy
  • childrens level of phonological awareness before they can read predicts reading ability in the 4th grade
  • training in phonological awareness can improve reading skills
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7
Q

When can children succeed in tapping out the number of syllables in a multisyllabic word

A
  • by age 6, 90% of children succeed

- by age 6, 70% of children can break syllables down into individual phonemes

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8
Q

What are the factors that help improve phonological awareness in children

A
  • language games
  • learning the alphabet
  • language related activities
  • reciting nursery thymes and word games that focus on rhyming and alliteration
  • adults who are illiterate or who have learned a pictographic writing system shows comparatively worse phonological awareness
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9
Q

Changes in vocabulary size, quality and use

  • when
  • how many words do 1st grades know
  • how many words do 5th graders know
A
  • childrens vocabulary grows rapidly through the school years, by 1st grade children know aprox. 10,000 words, by 5th grade aprox 40,000 words
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10
Q

What are the two advanced word learning processes seen in school-aged children

A
  1. Quick Incidental Learning (QUIL) is when one figures out a word from the context of its use
  2. Direct Instruction- where definitions are provided, is also an effective teaching tool for older children
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11
Q

Sentence-level Developments

A
  • by 5 years, children typically command a wide range of complex sentence structures and grammatical rules
  • through school years, children use these complex elements more frequently and use a greater range of them
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12
Q

What are Discourse- Level Developments

A
  • school aged children improve their abilities and link their utterances together in more coherent ways
    relevant
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13
Q

Pragmatic development in school aged children

A
  • though school age and teenage year, children continue to improve their conversational abilities, becoming increasingly able to maintain topics, and responsive to their conversational partner
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14
Q

Developing a Gender-Typed Conversational Style

A
  • in adulthood, men and women’s different speech styles have been well studied, these differences begin to emerge in mid-childhood
  • women are more likely to ask questions and encourage responses
  • men are more likely to interrupt and make direct declarations of fact and opinion
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15
Q

What are the properties of a good narrative

A
  • Coherence: events must be structured and sequences in a meaningful way
  • Cohesion: the use of linguistic devices to link sentences together
  • Story Grammar: the structure and components of a good story. Stories have settings and episodes, episodes initiate an event, and have a central problem that gets resolved
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16
Q

what helps children tell better narratives

A
  • children tell better narratives that include more sophisticated language when they are provided with more external support from pictures about what happens in the story
  • they also tend to be better when they describe personal events rather than fictional events, particularly when they describe something emotionally engaging
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17
Q

What is Metalinguistic ability

A
  • allows children to go beyond language use and to think about language
  • its essentially the awareness about linguistics- knowing language
  • phonemic awareness is one type of metalinguistic awareness
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18
Q

What are some examples of metalinguistic ability use

A
  • asking children to sound out words
  • analyzing sentences into their constituent parts
  • complete a map of story elements
  • identify rules of a language
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19
Q

Oral language and schooling

A
  • going to school improves children’s oral language abilities
  • it encourages decontextualized language use
  • it gives children practice in autonomous, monologic discourse
  • it exposes children to kinds of language more common in writing than speech, expanding the range of childrens input
  • when children are in school, their language develops more rapidly
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20
Q

Early experience and literacy

A
  • humans are biologically capable and desire language acquisition
  • literacy however is a specialized skill, not everyone learns to read and write, not all cultures possess writing systems
  • literacy depends on oral language but is not an inevitable outcome of it
21
Q

What does learning to read require

A
  • instruction
  • specific exposure
  • practice
22
Q

What is Emergent Literacy

A
  • refers to early skills and knowledge about reading that children have before they can actually read
  • knowing how to hold a book and that stories are contained in the print on the page
  • these early skills predict later reading ability
    (early experiences)
23
Q

What is Family Literacy

A
  • is the set of naturally occurring practices in a family that support literacy
24
Q

What does high family literacy predict

A
  • predicts better reading from children
  • having lots of reading material and modelling reading as an integral part of life
  • joint book reading with children helps foster interest and skill in literacy
  • creating rich oral language environment containing extended discourse and advanced vocabulary items aids literacy
25
Q

Adequate oral language skills when children start learning to read is very important

A
  • knowing sounds of language means you should be able to relate sounds to symbols
  • having a good vocab means you will be able to recognize words that you’ve sounded out
  • Having good morphosyntactic skills means you will understand larger chunks, and you can guess at words you don’t recognize
  • having good pragmatic skills means you will be able to make sense of larger units (texts)
26
Q

What are the benefits of having larger vocab and what helps build your vocab

A
  • phonological systems improve
  • phonological awareness improves
  • larger vocabs make it easier for children to grasp the content of what they read
  • reading helps develop vocab: more opportunities to learn new words
  • better at recognizing words by sounding them out
27
Q

What are the two basic processes to reading

A
  1. Decoding and word recognition

2. Comprehension

28
Q

How does decoding and word recognition work

A
  • lower level reading
  • first children learn to relate sounds to letters (requires good phonological awareness skills)
  • later words that are not regular are learned by learning parts or memorizing
  • eventually children will need to decode very little and will recognize words as wholes aka sight vocabulary
29
Q

Children with oral language disorders often have problems with what

A
  • reading
30
Q

Comprehension

A
  • higher level reading
  • once children can decode and have a good sight vocabulary, they will use all of their linguistic skills to interpret text
  • they also need memory and real-world knowledge and need to be able to make inferences
31
Q

The decoding process depends on the writing system

A
  • in alphabetic systems, letters represents sounds

- in other systems, the written symbols may represent syllables or even whole words

32
Q

How does direct instruction help children with the decoding process

A
  • for children learning transparent alphabetic systems (where each letter really does correspond to one sound), instruction may compensate for less practice
33
Q

What are reading disorders

A
  • there are both lower and higher reading levels and both are essential for reading
  • if a child cannot decode or recognize words, they will not understand the text
  • if a child can recognize words but cannot understand what they read, the child is not really ‘reading’
34
Q

What is Developmental Dyslexia

A
  • developmental dyslexia is used to describe children who’s reading ability is below what one would expect based on their IQ
  • dyslexia may not be a separate disorder but simply a term we use for children at the lower end of the normal distribution of skill
35
Q

What are the stats and gender differences in Dyslexia

A
  • 5-17% of children have dyslexia
  • boys are more diagnosed but research suggest it is just as prevalent among girls
  • runs in families, likely has a genetic component
  • in some cases dyslexia may be caused by difficulties in visual processing
36
Q

What area of language acquisition do the majority of Dyslexia cases involve problems in

A
  • phonological processing
  • may lead to problems with phonological awareness
  • there may be a more general problem with auditory processing
  • some children have difficulties in both areas
37
Q

What area of the brain is reading processed in

A
  • left hemisphere
  • language is also processed here
  • differences in reading ability correlate with different patterns of neural activation
38
Q

What are the models of dyslexia

A
  1. Phonological core Deficit (reading difficulty)
  2. Auditory/ Temporal Core deficits (phonological deficit, reading difficulty)
  3. Phonological Core Deficit and Processing Speed Core Deficit (reading difficulty)
  4. Language Impairment (word recognition difficulty and comprehension difficulty ,syntax and semantic)
39
Q

What is the Phonics Method of reading instruction

A
  • focuses on the decoding process and teaching children about the letter-sound correspondence
40
Q

What is The Whole Language Approach for reading instruction

A
  • focuses on the larger experience of reading and encourages recognition of whole words
  • in some cases this approach actively discourages the use of phonics activities
41
Q

What does current research say is important for reading instruction

A
  • foster children’s interest in reading
  • phonics instruction is critical for most children
  • most children do not figure out how to decode letters into sounds on their own and require phonics training to break into the system
  • children with low family literacy and emergent literacy background benefit enormously from phonics training
42
Q

What are Intellectual Disabilities (ID)

A
  • reduced intelligence accompanied by reduced adaptive functioning
  • old: used to be assumed that students with ID cannot learn to read and write and they focused on functional reading instruction (reading sight words)
  • New: children with ID improve literacy skills if they are taught phonological skills and given a literacy-rich environment to practice in
43
Q

How does Autism Spectrum Disorder (ASD) impact literacy in higher-functioning children

A
  • wide range of variability
  • higher-functioning children may learn literacy skills in the same way as typically developing children
  • They may be Hyperlexic (read words at very high levels of proficiency, but may have trouble with reading comprehension)
44
Q

How does Autism Spectrum Disorder (ASD) impact literacy in lower-functioning children

A
  • children may have significant deficits in cognition and language leading to impaired reading and writing acquisition
  • some success : combining emergent literacy programs with technology (reinforced and rewarded the reading attempts)
  • alternative and augmentative communication systems have also shown to help children make progress (through speed-generating devices and talking word-processing software)
45
Q

How can teachers increase literacy opportunities for student with Autism

A
  1. Recognize and build on the literacy skills that the students demonstrate
  2. Use the students interests as the core for literacy activities in the classroom
  3. use a range of visual supports
  4. create a literacy-rich classroom by providing ample opportunities to listen to stories
  5. Provide students with different options for how they want to express themselves (drawing for example)
46
Q

How can hearing loss impact literacy learning

A
  • a significant portion of the population of students who are deaf or hearing impaired have poor literacy skills which may be due to
    1. slower development of phonological skills due to obstructed access to the phonological code
    2. delayed onset of language and acquisition of vocabulary
    3. inadequate literacy experiences in early childhood (less opportunity with text)
    4. Problems with elements of language like word recognition, syntax, morphology
47
Q

How to teaching children with hearing loss literacy skills

A
  • focusing on phonological awareness and vocabulary development may support literacy development for children who are hard of hearing
48
Q

What age have children learned a lot about language

A
  • 5 years

- they continue to learn tho obviously

Psychology 465- Language Development (12 decks)

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