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Normal Language Development > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

When do children shift to gaining more of their language input from text?

A

Around 8-10 years old

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2
Q

What is the prereading stage composed of?

A

Oral language, print awareness, and phonological awareness

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3
Q

What are the five stages that follow the prereading stage?

A

Initial reading/decoding stage, confirmation, fluency, and ungluing from print, reading to learn the new, multiple viewpoints, and construction and reconstruction

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4
Q

Describe the initial reading stage

A
  • 5-7 years old (kindergarten through first grade)
  • Begin to decode (sound out) words by associating letters with corresponding sounds in spoken words
  • Three phases
  • First phase: substitution errors in which the word is semantically and syntactically plausible
  • Second phase: substitution errors in which the word graphically resembles the original printed word
  • Third phase: substitution errors in which the word graphically resembles the original word, but is also semantically probable
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5
Q

What is the first phase in the initial reading stage?

A

First phase: substitution errors in which the word is semantically and syntactically plausible

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6
Q

What is the second phase in the initial reading stage?

A

Second phase: substitution errors in which the word graphically resembles the original printed word

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7
Q

What is the third phase in the initial reading stage?

A

Third phase: substitution errors in which the word graphically resembles the original word, but is also semantically probable

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8
Q

Describe the confirmation, fluency, and ungluing from print stage

A
  • 7-8 years old (second to third grade)
  • Hone decoding skills and become more confident in their reading skills (confirmation)
  • Gain fluency in reading (efficient, well-paced, and free of errors)
  • Unglue from print (reading becomes more automatic and less focused on the print, more focused on the meaning of the print)
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9
Q

What does gaining fluency in reading consist of?

A

Reading is efficient, well-paced, and free of errors

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10
Q

What does ungluing from print mean?

A

Reading becomes more automatic and less focused on the print, more focused on the meaning of the print

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11
Q

Describe the reading to learn the new stage

A
  • 9-14 years old (fourth grade to eighth or ninth grade)
  • Gain new information and read to learn
  • Two phases
  • Phase one: reading beyond egocentric purposes
  • Phase two: reading at an adult level
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12
Q

Describe the multiple viewpoints stage

A
  • 14 to 18 years old (high school period)
  • Navigate more difficult concepts and texts
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13
Q

Describe the construction and reconstruction stage

A
  • 18+ years old
  • Reading selectively to suit personal purposes
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14
Q

What is metalinguistic competence?

A

The ability to think about and analyze language as an object of attention

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15
Q

What is phonological awareness?

A

Children’s sensitivity to the sound structure of language

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16
Q

What are some components of phonological awareness?

A
  • Phonemic awareness: attendance to the phonemes in words and syllables (awareness of the smallest units of sound, blending sounds, segmenting sounds from words, and manipulating sounds)
  • Awareness of the distinct sounds in syllables and words usually develops around age 5-6 (blending tasks)
  • The ability to segment sounds from words (age 5-6, segmentation tasks)
    Sound manipulation develops around age 7
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17
Q

What is figurative language?

A

Language used in a nonliteral and often abstract manner (a metalinguistic ability)

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18
Q

What are the types of figurative language?

A

Metaphors, similies, hyperboles, idioms, irony and sarcasm, and proverbs

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19
Q

What are metaphors?

A
  • Metaphors: conveys similarity between two ideas or objects by stating that they are the same
  • Consists of the topic/target, which is compared to the vehicle/base
  • The comparison is called the ground
  • Can be predictive or proportional
  • Understanding and use of metaphors and other figurative language increases with age
20
Q

What are similies?

A
  • Smilies: compare two objects or ideas using “like” or “as”
  • Contain a topic, vehicle, and ground
  • Make the comparison explicit
  • The ability to understand and produce similies and metaphors is related to measures of general cognition, language, and academic achievement
21
Q

What is a hyperbole?

A

An exaggeration for emphasis or effect

22
Q

What are idioms?

A
  • Idioms: expressions containing a literal and figurative meaning
  • Opaque idioms: have little relationship between literal and figurative interpretation
  • Transparent idiom: figurative meaning is an extension of the literal meaning
  • Opaque and less frequently used idioms are the most difficult to understand
23
Q

What are irony and sarcasm?

A
  • A speaker’s intentions differ from the literal meaning of the words
  • Irony: unmet general expectations that are not the fault of an individual
  • Sarcasm: refers to a specific individual’s failure to meet an expectation
  • 9-10 year olds can distinguish between an individual’s intentions and consider sarcastic comments to be more negative
  • School-age children’s understanding of sarcasm and irony is related to their Theory of Mind
24
Q

What are proverbs?

A
  • Proverbs: statements expressing the conventional values, beliefs, and wisdom of a society
  • Difficult to master
  • Serve a variety of communication functions: commenting, interpreting, advising, warning, and encouraging
  • The presence of a supportive linguistic environment can facilitate adolescents’ understanding of proverbs
  • Understanding proverbs is correlated with success in math and literature
25
Q

What aspects of language form develop during the school-age years and beyond?

A
  • Phonological development: morphophonemic development (development in the interaction between morphological and phonological processes)
  • Morphological development: use of derivational prefixes and suffixes
  • Complex syntax development: using a more decontextualized language style (persuasive writing, etc.)
26
Q

What aspects of language content develop during the school-age years and beyond?

A
  • Lexical development
  • Understanding of multiple meanings
  • Understanding of lexical (words with multiple meanings) and sentential (ambiguous sentences) ambiguity
  • Development of literate language (language that is highly decontextualized)
27
Q

How can lexical development be learned?

A
  • Direct instruction: learning the meaning of a word directly from a more knowledgeable source
  • Contextual abstraction: using context clues to determine the meanings of unfamiliar words
  • Pragmatic inferences: bring an individual’s personal world knowledge or background knowledge to the text
  • Logical inferences: use only the information the text provides
  • Morphological analysis: involves analyzing the lexical, inflectional, and derivational morphemes of unfamiliar words to infer their meaning
28
Q

What is literate language?

A

Language that is highly decontextualized

29
Q

What are the four features of literate language that children learn to use?

A
  • Elaborated noun phrases (a group of words consisting of a noun and one or more modifiers providing additional information about the nouns)
  • Adverbs (a syntactic form that modifies verbs and enhances the explicitness of action and event descriptions)
  • Conjunctions (words that organize information and clarify relationships among elements)
  • Mental and linguistic verbs (various acts of thinking and speaking, respectively)
30
Q

What is functional flexibility?

A

The ability to use language for a variety of communicative functions

31
Q

What is expository discourse?

A

Language used to convey information

32
Q

What is persuasive discourse?

A

Language used to convince another listener or an audience to adopt a certain stance or to take action consistent with a particular point of view; the seven skills required for successful persuasion are:
- Adust to listener characteristics
- State advantages as a reason to comply
- Anticipate and reply to counterarguments
- Use positive techniques such as politeness and bargaining as strategies to increase compliance
- Avoid negative strategies such as whining and begging
- Generate a large number and variety of arguments
- Control the discourse assertively

33
Q

Conversational abilities improve by:

A
  • Staying on topic longer
  • Having extended dialogues with other people that last for several conversational turns
  • Making a larger number of relevant and factual comments
  • Shifting smoothly from one topic to another
  • Adjusting the content and style of their speech to the listener’s thoughts and feelings
34
Q

What are the different types of narratives?

A
  • Recounts: involve telling a story about personal experiences or retelling a story the person has heard or read
  • Accounts: spontaneous personal narratives
  • Event casts: describe a current situation or event as it is happening
  • Fictionalized stories: invented narratives that usually have a main character who must overcome a challenge or solve a problem
35
Q

What are the elements of mature narratives?

A

Multiple episodes and story grammar

36
Q

What are appendages?

A

Cues that a narrator is telling or ending a story

37
Q

What are orientations?

A

Elements that provide more detail to the setting and characters

38
Q

What are story evaluations?

A

Ways to convey narrator or character perspectives

39
Q

Assessment types in school-age years

A
  • Formative evaluations: inform potential language-learning activities or measure the language development process
  • Summative evaluations: measure the products and final outcomes of language learning and development
  • Screenings
  • Comprehensive evaluations
  • Progress monitoring assessments
40
Q

Assessment of language form involves:

A

Measuring phonological (GFTA-2) and syntactic (language samples using communication or terminable units - C or T units) development

41
Q

Assessment of language content involves:

A
  • Measurement of lexical meaning
  • Measurement of abstract relational meaning
  • Measurement of figurative language
42
Q

What is complex syntactic development?

A

Developmentally advanced grammatical structures that mark a “literate” language style

43
Q

Children do not begin to use dictionaries to learn word meanings until…?

A

About 2nd grade

44
Q

Children with a better theory of mind are more effective at?

A

Lying

45
Q

At around age 9, children begin to use more sophisticated strategies such as:

A

Providing additional background information and defining terms to repair breakdowns when they occur

Normal Language Development (10 decks)

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