CLA Flashcards
PAPER 1
order of phonemes
plosives and nasal first
bilabials (look at lips)
velar
fricative
whole-word approach
encouraged to look and say
relies on children memorising large numbers of words
berko
wug test -
shown fictional monsters and asked to finish sentence
e.g - this is a Wug, there are now two ______
75% of children (4-5) selected the right ending
substitution
letter is replaced by another
substitution
easier phoneme is used in place of a harder one
‘logurt’ instead of yogurt
Stage 5 of language acquisition
protowords
assigns sounds to objects
transposed letters
written the wrong way round
Ehri
4 stages to learning to read
- pre-alphabetic
- partial alphabetic
- full alphabetic
- consolidated alphabetic
britton
children need creative freedom in order to learn to write
post telegraphic stage
full use of the english language including contractions and irregular verbs
phonic approach
children are encouraged to recognise which graphemes (letters), digraphs (two letters) and trigraphs (three letters) correspond to what phonemes
assimilation
uses a sound from earlier / later in the word to make it easier to say
‘lellow’ instead of yellow
clay’s concepts
must be understood
- sign (writing carries meaning)
- message (spoken words can be written)
- space (words need spaces between them)
- direction (left to right)
Stage 3 of language acquisition
Babbling
6 months
reduplicated (baba / dada)
variegated (daba / dimba)
phonemic expansion (lots of phonemes)
phonemic contraction (then only used phonemes from own language)
Stage 6 of language acquisition
first word
usually dog, cat, mum, dad etc
moves to holophrastic stage
psycholinguistic approach
decodes words based on context (other words in sentence, pictures etc)
torrance
assessment leads to better writing, accuracy is important
lenneberg
there is a critical period for learning language
2-14 years old
graphemic cluster substitution
a group of letters is replaced by others
Nativism
children have an internal, innate language learning device
Chomsky - language aquisition device (LAD) contains a set of rules (universal grammar) which is inbuilt. This is shown when they make a virtuous error (‘we throwed’) which the parent wouldn’t have taught, but follows internal grammatical rules.
Bard et al
Jim - boy who had 2 deaf parents and didnt learn to speak
speech therapists taught him to speak, showing importance of interaction
mehler
babies recognise their parents’ language when they were born
social constructivism
children learn the rules of language and learn to construct it
Tomasello - children listen to language and find patterns to develop schema
Braine - children use frames / slots
- e.g the frame for having completed an action is ‘I XXX-ed’ and will full in the verb appropriately.
behaviourist approach
Skinner
children learn through positive and negative reinforcement
Halliday
7 core sentence functions
- instrumental - needs something
- regulatory - wants something to happen
- interactional - interacts with others
- personal - expressing themselves
- heuristic - learning about the world
- imaginative - being creative with language (stories)
- representational - relaying facts
graphemic cluster omission
a group of letters is missed out
interactionism
Bruner
children born as blank slate (tabula rasa) and learn language from social environment
Language acquisition support system (LASS) - how caregivers support children’s’ development
Also, child directed speech (CDS)
- labelling (thats a dog)
- echoing (repeating what the child says)
- expansion - repeating what child says but with more sophistication
- reformulation - repeating what the child says but in different way
rescorla
3 kinds of overextension
- categorical - applies a label to everything in a category (dog for all animals)
- analogical - applies same label to something physically / visually similar (tomato to a ball)
- relational - applies a somewhat related label (pen for paper)
cursive writing
letters are joined up
consonant cluster reduction
removal of consonant sounds
‘ra-it’ for rabbit
barclay
7 stages to writing
- scribbling
- mock handwriting (scribbling in shapes)
- mock letters (scribbles which resemble letters)
- conventional letters (proper letters formed)
- invented spelling (uses phonetic pronunciation to spell)
- appropriate spelling (improvement of spelling)
- correct spelling
deletion
a sound is removed
‘mingo’ for flamingo
belugi
child fronts negatives when learning to negate
- no wants food
chall
6 stages to reading
- pseudo reading - from memory (6)
- decoding - sounding words out (6-7)
- fluency - simple texts can be read (7-8)
- learning - uses reading to learn (8-14)
- multiple viewpoints (14-18)
- construction and reconstruction - critical and analytical reading (18+)
berko and brown
children can notice mistakes in others’ language but not their own
- child said ‘fis’
- when asked if they meant ‘fis’ they said no
- when asked if they meant ‘fish’ they said yes
cognitivism
children cannot express what they cannot understand
Piaget - until children learn the concept of object permanence, they struggle to name things
Vygotsky - children’s ‘gaps’ in knowledge is the zone of proximal development (ZPD) and can be filled using the caregiver’s knowledge, since they are the more knowledgeable other (MKO)
24 months - 2 years
telegraphic stage
just enough words to communicate
increase in vocabulary
word classes often omitted
- where we go?
- I wear jacket
at end of stage language becomes more complex, adding negatives, inflections and conjunctions
Pre birth
Children can hear people talking at 16-18 weeks (in womb)
diminutive
modified version of a word to show affection / small nature
Snow
motherese
- high pitch
- greater range of intonation
- use of interrogatives and declaratives
Stage 1 of language acquisition
Instinctive biological noises
0-6 weeks
usually crying
no control
addition
adds new thing into pronunciation
‘ cat - o’
Stage 2 of language acquisition
Cooing and vocal play
7 weeks
long vowel sounds
vocal play (experimenting with sounds)
insertion
extra letter added to a word
12 - 18 months
holophrastic stage
single words (usually nouns)
often one word could have different meanings
- e.g ‘dog’ could mean ‘there’s a dog!’ or ‘wheres the dog?’
this is indicated through intonation
diminutisation
form of addition to make diminutives
‘doggy’
Stage 4 of language acquisition
melodic utterances
9 months
intonation is used
experiments with rhythm and tone
pye
all cultures teach children to speak, but not all use CDS, showing evidence of an internal learning system
kroll
4 stages to learning to write
- preparatory (18mo - 6Y) - acquires fine motor skills and basic spelling rules.
- consolidation (6-8) - writing represents speech, short declaratives used, no punctuation
- differentiation (8-16) - spoken and written modes are different. better control of SPaG
- integration stage - 16+ - development of individual style
18 - 24 months
two word stage
verbs emerge
syntax develops
- subject and verb (Dad laugh)
- verb and object (bark dog)
- noun phrases (warm blanket)
- verb phrases (run far)
grapheme-phoneme correspondence
when letters match the sound
- dog does, but gnome doesnt
omission
letter missed out
goouch et al
a child’s self esteem will suffer if told their writing is wrong
dore
sentence functions
- labelling
- repeating
- answering
- calling
- greeting
- requesting action
- protesting
- practising
