Chapter 7 Preschool

Question 1

contextulized language

Answer 1

grounded in the immediate context on the here and now

Question 2

decontextualized language

Answer 2

relies heavily on itself in the construction of meaning. begins to emerge during the preschool perod.

Question 3

emergen literacy

Answer 3

earliest period of LEARNING ABOUT reading and writing

Question 4

oral language

Answer 4

those skills necessary for comprehending language and using language expressively

Question 5

metalinguistic ability

Answer 5

the ability to view language as an object of attention.
focus on alphabet. know different letters make different sounds

ex- pretend to write or make up rhyming patterns

see also alphabet knowledge; phonological awareness; print awareness

Question 6

alphabet knowledge

(4 hypotheses)

Answer 6

knowledge about letters of the alphabet

1. own name advantage
2. letter-name pronunciation effect
3. letter order hypothesis
4. consonant-order hypothesis

Question 7

own name advantage

Answer 7

learn letters of own name first

Question 8

letter-name pronunciation effect

Answer 8

learn first those letters for which the name of the letter in in its pronunciation

ex B and D easier that X and W

Question 9

letter order hypothesis

Answer 9

leters occuring earlier in the alphabet string are learned before letters occurring later in the alphabet

Question 10

consonant-order hypothesis

Answer 10

sounds learned first, will learn those letter names first.

letters for which correspnding cosonantal phomemes are learned earlier that letters for which corresponding consonantal phonemes are learned later.

Question 11

Print Awareness 
  (6 achievements)

Answer 11

achievements that children generlly acquire along a developmental continum.
1-print interest
2-print functions
3-print conventions
4-print form
5-print part-to-whole relationships

Question 12

print interest

Answer 12

interest and appreciation for print

recognize that print ezists in the environment and in books

Question 13

print functions

Answer 13

print conveys meaning and has a specific function.

“Target” is name of store

Question 14

print conventions

Answer 14

read left to right, top to bottom

Question 15

print forms

Answer 15

specific print units (letters to words, words to sentences)

Question 16

pring part-to whole relationships

Answer 16

letters combine to make words, words conbine to make senteces.

Question 17

reference to print

Answer 17

focus on print
have child point to words while adult reads.

“I see the D in your name, David.”

Question 18

Phonological Awareness

Answer 18

sensitibity to the sound structures of words

emerges incrementally, beginning 2yrs old

Question 19

phonological awareness
Shallow level:
(5)

Answer 19

implicit and rudimentary sensitibity to large units of sound structure.

1. segment sentences into words
   (word awareness)
2. segment multi-syllabic words into syllables (syllable awareness)
3. detect and produce rhymes
   (rhyme awareness)
4. combine syllable onsets with the remainder to the syllable to produce a word.
   C—-up cup
   (onsest awareness)

5.detect beginning sound similarities across words (phoneme identity)

Question 20

phonologic awareness
Deep level:
(4)

Answer 20

explicit and analytical knowledge or even smaller phonological segments of speech

1-count the number of phonemes in a word (phoneme counting)

2-segment words into its phonemes (phoneme segmentation)

3-manipulate phonological segements within words /deleat, add or rearange (phoneme manipulation)

*4- blend phonemes to make words (phoneme blending)

Question 21

Achievements in Form

(3)

Answer 21

1- Speech productions
2-Grammatical and derivational morphology
3-Sentence Forms

Question 22

Speech productions

Answer 22

1-phonological processes
2-alphabetic principles
3-liquid gliding
4-stopping

Question 23

phonological processes

Answer 23

systematic errors children make in speech

Question 24

alphabetic principle

Answer 24

the relationship between letters or combination of letters and sounds.

Question 25

graphemes

Answer 25

combination of sounds(letters)

Question 26

liquid gliding

Answer 26

when a liquid consonant (r or l) is replaced by a glide consonant (w or j) ex: Rabbit=wabbit

Question 27

stopping

Answer 27

when a fricative (THink or THough) or an affricate (Jeep) is replaced by a stop sonconant such as /t/ or /d/. ex: thin=tin

Question 28

gramatical morphemes | table 6.2

Answer 28

units of meaning we add that procide additional grammatical precision,

Question 29

derivational morphology

Answer 29

describes the prefixes and suffixes we add to words to change its meaning and sometimes its part of speech. ex: pre-, -est, -ness, -ly

Question 30

Influences on the order by which children acquire grammatical and derivational morphemes (6)

Answer 30

1. frequent occurrence in utterance-FINAL POSITION-most sesnitive to end sounds. 2. syllabicity (make up own syllables like -ing, -ed, 3. single relations between morpheme and meaning -ing easy s, 's harder. 4. consistency in use (possessive 's easier that irregular past tense) 5. allomorphic variations -ing always pronounced same. posessive s can sound like s or z 6- clear semantic function clear meaning (3rd person singular hard)

Question 31

verb morphology

Answer 31

greatest area of development in the preschool period. Inflect verbs with tense, to provide information about time. Verb "Be" Copula or auxiliary

Question 32

copula

Answer 32

when verb Be or any of its derivatives (am, are, is) serves as the main verb in a sentence.

Question 33

auxiliary

Answer 33

when the verb be or its derivatives serve as a helping verb in a sentence

Question 34

sentence forms

Answer 34

significant advances in using complex sentences.

Question 35

Achievements in Content | (4)

Answer 35

1-Fast Mapping 2-Knowledge of Semanics and Syntax 3-Learn new words through shared storybook reading 4-Relational terms

Question 36

fast mapping

Answer 36

acuire a general representation of a new word with as little as a single exposure

Question 37

slow mapping

Answer 37

refine representaions over time with multiple exposures to a word in varying contexxt could be refining the menaing for as many as 1,600 words at a time

Question 38

Dale's 4 stage vocabulary knowledge development

Answer 38

``` 1-no knowledge of a word 2-emergent knowledge 3-contextual knowledge general idea of what a word means based on context clues of how it was presented. 4. full knowledge of word ```

Question 39

extended mapping

Answer 39

full and complete understanding of a word's meaning.

Question 40

Relational terms | (6)

Answer 40

1. Deictic Terms 2. Interrogatives 3. Temporal terms 4. Opposites 5. Locational perspectives 6. Kinship terms

Question 41

deictic terms

Answer 41

use and interpretation depend on the location of the speaker and listener within a particular setting mastered by the time they enter school ex. "here" and "this": proximity to the speaker and "there" and "that" proximity to the listener. must be able to adopt the perspective of their conversational partner

Question 42

interrogatives

Answer 42

concreat question words: what, where, who, whose, and which. abstract question words: when, how, why

Question 43

temporal terms

Answer 43

order of events (before, after) duration of events (since, until) concurrence of events (while, during)

Question 44

opposites

Answer 44

big/small | learn opposites they can perceive physically before they learn more abstract opposites such as same/different

Question 45

location prepositions

Answer 45

describe spatial relaions under, next to, behind, in back of, in front of

Question 46

kinship terms

Answer 46

initially interpret kinship terms such as mommy, daddy, sister, or brother to refer to specific individulas. during preschool, they come to understand general meaning of these and other kinship terms like son, daughter, parent, grandma

Question 47

Achievements in Use | (3)

Answer 47

1-Discourse functions 2-Conversational skills 3-Narative skills

Question 48

discourse funcions

Answer 48

same as toddlers (instrumental, regulatory, interacional, personal, heuristic, imaginative and informational) expand to include more 1-Interpretive function make clear the whole of one's experience 2-Logical function express logical relations between ideas 3-Participatory function express wiches, feelings, attitudes and judgments 4-Organizing functions manage discourse use pragmatic information others convey in order to understand message

Question 49

conversational skills

Answer 49

can maintain a conbersation for 2 or more turns, particularly when they select the topic for discussion understand they need to respond to a question

Question 50

nartive skills

Answer 50

naratives become clearer as their ability to consider the listener's perspective emerges one of the best predictors of later school outcomes for preschoolers at risk for late developing language skills

Question 51

personal narative

Answer 51

an individual shares a actual event

Question 52

fictional narrative

Answer 52

an individual shares an imaginary event

Question 53

Two types of sequences for narratives

Answer 53

1. caual sequence unfoldes following a cause-and-effect chain of events or provides a reason or rationale for some series of events 2. temporal sequence unfolded over time

Question 54

Theory of Mind

Answer 54

1. Children demonstrate sesitivity to divers desires of others for the same thing 2. different beliefs about same situation 3. something can be true, but others might not know it is true. 4. understand false beliefs. 5. fidden emotions of others 6. understand sarcasm