Child-directed Speech

Question 1

How does phonology change in child-directed speech

Answer 1

phonology changes in child-directed speech by speaking more slowly, separating phrases distinctly, exaggerating intonation to draw attention to key lexemes and use of higher and wider pitch ranges

Question 2

How does lexis and semantics change in child-directed speech

Answer 2

Lexis and semantics change in child-directed speech by using concrete nouns and dynamic verbs and adopting the child’s own language for things (e.g. doggie) and absence of pronouns instead using child’s name frequently

Question 3

How does grammar change in child-directed speech

Answer 3

Grammar changes in child-directed speech by frequently using imperatives, high degree of repetition and fewer verbs, adjectives and modifiers

Question 4

What is echoing

Answer 4

Echoing is when adult repeats what child said back to them

Question 5

What is expansion

Answer 5

Expansion is when adult restates what child said in more grammatical sense

Question 6

What is expatiation

Answer 6

Expatiation is when adult expands further on a word by giving more information

Question 7

What is over-articulating

Answer 7

Over-articulating is when adult repeats child’s word with more precise sounds such as “YEES”, “FAHR”

Question 8

How do high socioeconomic mothers use child-directed speech

Answer 8

High socioeconomic mothers use child-directed speech by using longer utterances (so children have broader vocabulary), talk more than low SE mothers and also use speech to elicit conversation from children

Question 9

How do low socioeconomic mothers use child-directed speech

Answer 9

Low socioeconomic mothers use child-directed speech by using short utterances, talk less than high SE mothers and also use speech to direct children’s behaviour rather than converse with children

Question 10

How many utterances do children of high SE mothers hear compared to low SE mothers

Answer 10

children of high SE mothers hear 11,000 utterances compared to 700 utterances from low SE mothers

Question 11

How does differences in SE mother child-directed speech support Bruner’s interactionist approach

Answer 11

Differences in SE mother child-directed speech support Bruner’s interactionist approach as it shows better quality of interaction equals better quality of child language

Question 12

How do children of high SE mothers have better language development

Answer 12

Children of high SE mothers have better language development as they’re surrounded by their mothers more often as low SE mothers will have to work more often and so lack time to communicate

Question 13

Bottom-up approach to learning to read

Answer 13

Bottom-up approach to learning to read is that children should learn basics of phonics and how to decode words before text comprehension as they need a foundation of language first

Question 14

How does Gough support bottom-up approach to learning to read

Answer 14

Gough supports bottom-up approach to learning to read as he said the reading process is linear and so reading comprehension is a product of language comprehension

Question 15

Meta-cognitive approach to learning to read

Answer 15

Meta-cognitive approach to learning to read is that children should learn to understand their own thoughts which will give them the capacity to understand what they’ve read and this is seen in transcripts where child rereads what they’ve read and asks parents questions to clarify what they’ve read

Question 16

what is Barclay’s mock letter stage of writing

Answer 16

Barclay’s mock letter stage of writing is around age 4 when children make letter like shapes that resemble the alphabet

Question 17

what is Barclay’s conventional letter stage of writing

Answer 17

Barclay’s conventional letter stage of writing is around age 5 where letters across a page typically resemble the first name

Question 18

what is Barclay’s invented spelling stage of writing

Answer 18

Barclay’s invented spelling stage of writing is around age 6 when child clusters letters to make words and child may ask “what did I just write”

Question 19

what is Barclay’s phonetic spelling stage of writing

Answer 19

Barclay’s phonetic spelling stage of writing is around age 6/7 where children begin to associate sounds with letters

Question 20

what is Barclay’s conventional spelling stage of writing

Answer 20

Barclay’s conventional spelling stage of writing is around age 8 where child’s approximated/phonetic spelling becomes more conventional

Question 21

what is Kroll’s consolidation stage of writing development

Answer 21

Kroll’s consolidation stage of writing development is around age 7-9 where children can write words to express what they can already say in speech often colloquialisms and unfinished sentences and clauses linked by “and”

Question 22

what is Kroll’s differentiation stage of writing development

Answer 22

Kroll’s differentiation stage of writing development is around age 9-10 where children develop organised writings and experiment with structures they’ve seen in reading

Question 23

what is Kroll’s integration stage of writing development

Answer 23

Kroll’s integration stage of writing development is age 11+ where writers can stylistically develop a personal way of writing which develops throughout adult life

Question 24

what did Clark-Stewart find about child-directed speech

Answer 24

Clark-Stewart found about child-directed speech that children whose mothers talk more have larger vocabularies