Chapter 8 Flashcards
Beginning at around age 8–10 years, children shift to gaining more and more of their language input from
text
- children develop language in an increasingly individualized manner
- Reading not only helps build children’s lexical knowledge, but also has a role in developing the phonological, semantic, and pragmatic aspects of oral language.
Being able to read requires the child’s successful understanding of
grapheme-to-phoneme (letter-to-sound) correspondence
print awareness
child’s knowledge of print forms and functions
phonological awareness
is the child’s sensitivity to the sound structure of language.)
prereading stage
- birth to the beginning of formal education
- witness to some of the children’s most critical developments, including oral language, print awareness, and phonological awareness
Initial reading, or decoding, stage:
- Stage 1 : kindergarten through first grade, about 5–7 years old.
- children begin to decode (or sound out) words by associating letters with corresponding sounds in spoken words.
- three phases within: 1. when children read, they make word substitution errors in which the substituted word is semantically and syntactically probable.2. they make word substitution errors in which the substituted word has a graphic resemblance to the original printed word.3. children make word substitution errors in which the substituted word has a graphic resemblance to the original printed word but is also semantically acceptable.
Confirmation, fluency, and ungluing from print:
Stage 2: second to third grade, about 7–8 yrs.
- children read familiar texts, they become particularly proficient with high-frequency words, and use the redundancies of language to gain fluency and speed in reading.
- they gradually begin to transition from learning to read to reading to learn.
Fluency
reading that is efficient, well paced, and free of errors. It improves as children practice reading with texts that are familiar to them and that closely match their reading abilities.
Ungluing from print
the idea that as children become more confident and fluent in their reading abilities, their reading becomes more automatic.
- focus less on the print itself and begin to focus more on gaining meaning from the text—they become unglued
Reading to learn the new—a first step:
Stage 3: grade 4 to grades 8 or 9, about age 9–14 years.
- children read to gain new information and are solidly reading to learn by the end of this stage. in 2 phases
1. Stage 3A (grades 4–6, or ages 9–11 years), children develop the ability to read beyond egocentric purposes so that they can read about and learn conventional information about the world.children can read works of typical adult length, but not at the adult level of reading difficulty
2. In Stage 3B (grades 7–8 or 9 and ages 12–14 years), children can read on a general adult level.
Multiple viewpoints—high school:
Stage 4: High school; ages 14-18 yrs
- students learn to navigate increas-ingly difficult concepts and the texts that describe them. children can consider multiple viewpoints on an issue.
Construction and reconstruction a world view:
Stage 5: College about 18 yrs and on
- readers read selectively to suit their purposes. Reading selectively involves knowing which portions of a text to read—whether it be the beginning, middle, or end of the text or some combination; uses analysis, synthesis, and prediction, to construct meaning from text.
metalinguistic competence
the ability to think about and analyze language as an object of attention
phonemic awareness
- indicate the child must attend to the phonemes, or individual speech sounds in syllables and words.
- awareness of the smallest units of sound (phonemes) and include blending sounds, segmenting sounds from words, and manipulating sounds
awareness of the distinct sounds in syllables and words
- develops by kindergarden/ 1st grade (5-6 yrs) *Blending tasks
- The ability to blend sounds to make words supports a child’s reading development, particularly his or her decoding skills.
ability to segment sounds from words
- develops by kindergarden/ 1st grade (5-6 yrs) *segmentation tasks
- The ability to segment words into their onset-rime segments (/b/ /ot/ for boat; /k/ /ot/ for coat) and their individual phonemes (/b/ /o/ /t/; /k/ /o/ /t/) is related to children’s awareness of spelling sequences in words and their reading development
Sound manipulation
- most complex phonological awareness ability
- develops by 2nd grade (7yrs)
- A sound manipulation task might resemble the following: “Say rate without the /r/.” “What word do you have if you switch the /p/ and /t/ sounds in pat?” Such tasks require children to intensively analyze and manipulate the sound structures of individual words.
figurative language
- metalinguistic ability
- to evoke mental images in the minds of their listeners, or to provide emphasis or highlight something in an interesting way
metaphors, similes, hyperboles, idioms, irony, and proverbs
Metaphors
conveys similarity between two ideas or objects by stat-ing that those two ideas or objects are the same
- The topic (target) and the vehicle (base) share features, and form the basis of comparison called the ground
- two types: predictive and proportional
- kids understand preschool
basic-level metaphors
the girl in the pool is a fish
subordinate-level metaphors
the girl in the pool is a dolphin
Predictive Metaphor
- Contains one topic and one vehicle
ex: All the world’s a stage.
World is the topic and stage is the vehicle.
Proportional
Contains two topics and two vehicles and expresses an analogical relationship
ex: The artist was an apple tree with no fruit
- The analogy is “apple tree is to fruit as artist is to artwork.” The topics are artist and artwork (implied from the analogy) and the vehicles are apple tree and fruit.
Similes
- they make the comparison between the topic and vehicle explicit by using the word like or as
ex: sitting like a bump on a log and flat as a pancake
Hyperbole
uses exaggeration for emphasis or effect.
ex: I nearly died laughing
Idioms
expressions containing both a literal and a figurative meaning.
ex: We’re in the same boat
- interpret the meanings of idioms more correctly in multiple-choice tasks than in explanation tasks,
Opaque idioms
demonstrate little relationship between the literal interpretation and the figurative interpretation
a transparent idiom
s an extension of the literal meaning
Irony and Sarcasm.
a speaker’s intentions differ from the literal meaning of the words he or she uses.
- they differ according to whether the statement relates to an expectation about a specific individual or a general expectation
- 9- to 10-year-olds are able to distinguish speakers’ intentions, and they consider sarcastic comments to be more negative or “mean”
irony
refers to unmet general expectations that are not the fault of an individual,
sarcasm
refers to a specific individual’s failure to meet an expectation.
dramatic irony
an audience is aware of facts of which characters are unaware.
Proverbs
statements expressing the conventional values, beliefs, and wisdom of a society
Commenting:
Blood is thicker than water
Interpreting:
His bark is worse than his bite
Advising:
Don’t count your chickens before they hatch
Warning:
It’s better to be safe than sorry.
Encouraging:
Every cloud has a silver lining.
morphophonemic development:
development in the interaction between morphological and phonological processes
- differs phonologically from sound modifications in other pluralized words
- vowel shifting: which occurs when the form class of a word changes when adding a derivational suffix.
- how to use stress and emphasis to distinguish phrases from compound words
- use of derivational prefixes and derivational suffixes.
Phonological Development:
ability to segment syllables from multisyllabic words and their ability to blend and manipulate the sounds in words.
