Child Language Written Flashcards
Phonology techniques
Phoneme
Syntax techniques
Simple sentence, compound sentence, complex sentence
Morphology techniques
Morpheme, suffix, modifiers, omission
Lexis techniques
Hypernym, hyponym, word classes, discourse markers
Graphology techniques
Drawings, grapheme, directionality, capitalisation, descender/ascenders
Orthography techniques
Omission, transposition, over-extension, capitalisation, descender/ascenders, grapheme, diagraph
Spelling rule: adding suffixes to words ending in ‘y’
‘Y’ changes to an ‘I’ when it is after a consonant
E.g. hurry -> hurried, happy-> happiness
Spelling rule: plural suffixes- ‘s’ and ‘es’
E.g.: ‘s’- cats, dogs, books
E.g.: ‘es’- buses, dishes, boxes
Spelling rule: the silent/magic ‘e’
An ‘e’ at the end of a word that isn’t pronounced, but change the pronunciation
E.g. “cap”-> “cape”, “bit”-> “bite”
Spelling rule: double consonants
When you add ‘ing’ and the last letter is a consonant, you double it
E.g. “hop”-> “hopping”, “hope”-> “hoping”
Omission
Missing out a letter
Substitution
Swap one letter for another
Transposition
Reverses correct order of letters
Salient sounds
Only writes key sounds, like the first and last letters
Segmenting
Breaks down a word into individual phonemes in order to spell
Digraph
Two letters combined to make a sound
Kroll’s stages (relationship between speech and writing)
Preparatory (up to age 6)- basic motor skills and spelling, e.g. to mum I hop yoo have a love day
Consolidation (aged 7-8)- writing is like spoken language: colloquialisms/ repeated “and” conjunctions/ declaratives/ simple sentences. Punctuation will only just be emerging. E.g. I got a bild a bear and then got a doovay cover it was pepa pig.
Differentiation (aged 9- mid teens)- understands written language differs to speech: range of conjunctions/ write for different contexts so aware of purpose and genre, punctuation is more consistent. E.g. At midnight, the clock began to chime.
Barclay’s stages
- Scribbling- emergent writing accompanied by oral explanation
- Mock handwriting- drawings/ representations of writing e.g. wavey lines/ lineation.
- Mock letters- children make letter-like shapes that resemble conventional alphabet letters.
- Conventional letters- a string of letters across a page that a child reads as a sentence.
- Invented spelling- they begin to cluster letters to make words.
- phonetic spelling- associate sounds with letters.
- Conventional spelling- spell most words correctly.
Gentry’s stages
- Pre-communicative or non-alphabetic- up to 7 years. Scribbles that do not correlate to the alphabet. E.g. random letters
- Semi-phonetic or or partial alphabetic- ranges from 4-9 years old. Symbols become recognisable as alphabetic: key consonants. E.g. mtr
- Phonetic spelling- words tend to be spelt as they sound but with more letters and vowels. E.g. mstr
- Transitional- patterns like double of consonants are understood and spelling is increasingly accurate. E.g. monstur
- Conventional or correct- from 10 years onwards, children can spell most words and understand unusual patterns. E.g. monster
Reah
Children learn about the world through play, and they create meaning from objects (object permanence). Written language is part of their environment and is one way children learn to make meaning.
Starting formal education leads to an upsurge in writing awareness.
Britton: types of writing
Expressive- resembles speech so develops first. Uses first-person perspective and content based on personal preferences.
Transactional- the style of essays. Third person creates a detached tone. Formal sentence structure and graphological features used to signpost ideas. Chronological structure.
Poetic- rhyme, rhythm, alliteration, adjectives and similes are common.
Rothery: functions of writing
Recount- chronological series of events, subjective
Report- factual, objective description, non-chronological
Observation/comment- point followed by an evaluation e.g. “I saw the tigers, they were scary.”
Narrative- reading skills are usually ahead of writing acquisition so despite reading stories they cannot achieve narrative structure early on.
Department of education (DfE): national curriculum goals- Year 1 (5-6)
Sit correctly at the table, holding a pencil correctly and comfortably.
Begin to form lower case letters in the correct direction, starting and finishing in the right place.
Form capital letters.
Form the digits 0-9.
Understanding which letters belong to which handwriting ‘family’ (a group of letters that are formed in the same way).
DfE: national curriculum goals- year 2 (6-7)
Form lower case letters of the correct size, relative to one another.
Start using some of the diagonal and horizontal strokes needed to join letters, and understand which letters are best left unjoined.
Write capital letters and digits of the correct size, orientation and relationship to one another.
Use spacing between words that is appropriate for the size of the letters.
DfE: national curriculum goals- year 3-4 (7-9)
Continue to develop their joined-up handwriting.
Increase the legibility, consistency and quality of their handwriting- for example, ensuring that downstrokes of letters are straight and parallel, not sloping.
DfE: national curriculum goals- year 5-6 (9-11)
Write with increasing legibility, fluency and speed.
Choose which shape of a letter to use, and decide whether or not to join specific letters.
Choose the writing implement that is best suited for a task.
Traw- the language trinity
Language skills are a trinity: speaking, reading and writing. Writing is the final skill in which children develop fluency.
Traw suggested that if children are exposed to lots of spoken language they will speak more successfully and become fluent. So writing develop rapidly when children are exposed to a range of written language.
This would correspond to an acceleration in writing development occurring as a child begins formal education.
Perera (criticism of Kroll’s model)
Kroll didn’t take into account the complexity of writing acquisition. He oversimplifies and ignores both a child’s individuality and variation in instruction.
Vygotsky
More knowledgeable other (MKO). In a school setting this could be the teacher who will model language, or scaffold sentence structures.
