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ENGLISH > CLA > Flashcards

CLA Flashcards

PAPER 1

1
Q

chall

A

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+)

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2
Q

Stage 1 of language acquisition

A

Instinctive biological noises
0-6 weeks
usually crying
no control

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3
Q

Nativism

A

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.

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4
Q

whole-word approach

A

encouraged to look and say
relies on children memorising large numbers of words

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5
Q

addition

A

adds new thing into pronunciation
‘ cat - o’

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6
Q

transposed letters

A

written the wrong way round

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7
Q

cursive writing

A

letters are joined up

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8
Q

assimilation

A

uses a sound from earlier / later in the word to make it easier to say
‘lellow’ instead of yellow

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9
Q

goouch et al

A

a child’s self esteem will suffer if told their writing is wrong

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10
Q

deletion

A

a sound is removed
‘mingo’ for flamingo

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11
Q

berko and brown

A

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

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12
Q

12 - 18 months

A

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

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13
Q

Stage 5 of language acquisition

A

protowords
assigns sounds to objects

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14
Q

barclay

A

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

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15
Q

interactionism

A

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

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16
Q

phonic approach

A

children are encouraged to recognise which graphemes (letters), digraphs (two letters) and trigraphs (three letters) correspond to what phonemes

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17
Q

social constructivism

A

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.

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18
Q

lenneberg

A

there is a critical period for learning language
2-14 years old

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19
Q

Bard et al

A

Jim - boy who had 2 deaf parents and didnt learn to speak
speech therapists taught him to speak, showing importance of interaction

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20
Q

clay’s concepts

A

must be understood
- sign (writing carries meaning)
- message (spoken words can be written)
- space (words need spaces between them)
- direction (left to right)

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21
Q

graphemic cluster omission

A

a group of letters is missed out

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22
Q

consonant cluster reduction

A

removal of consonant sounds
‘ra-it’ for rabbit

23
Q

substitution

A

letter is replaced by another

24
Q

Halliday

A

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

25
Q

Pre birth

A

Children can hear people talking at 16-18 weeks (in womb)

26
Q

mehler

A

babies recognise their parents’ language when they were born

27
Q

diminutisation

A

form of addition to make diminutives
‘doggy’

28
Q

18 - 24 months

A

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)

29
Q

britton

A

children need creative freedom in order to learn to write

30
Q

pye

A

all cultures teach children to speak, but not all use CDS, showing evidence of an internal learning system

31
Q

order of phonemes

A

plosives and nasal first
bilabials (look at lips)
velar
fricative

32
Q

post telegraphic stage

A

full use of the english language including contractions and irregular verbs

33
Q

rescorla

A

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)

34
Q

diminutive

A

modified version of a word to show affection / small nature

35
Q

omission

A

letter missed out

36
Q

psycholinguistic approach

A

decodes words based on context (other words in sentence, pictures etc)

37
Q

Stage 2 of language acquisition

A

Cooing and vocal play
7 weeks
long vowel sounds
vocal play (experimenting with sounds)

38
Q

Ehri

A

4 stages to learning to read
- pre-alphabetic
- partial alphabetic
- full alphabetic
- consolidated alphabetic

39
Q

graphemic cluster substitution

A

a group of letters is replaced by others

40
Q

Stage 3 of language acquisition

A

Babbling
6 months
reduplicated (baba / dada)
variegated (daba / dimba)
phonemic expansion (lots of phonemes)
phonemic contraction (then only used phonemes from own language)

41
Q

torrance

A

assessment leads to better writing, accuracy is important

42
Q

belugi

A

child fronts negatives when learning to negate
- no wants food

43
Q

cognitivism

A

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)

44
Q

kroll

A

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

45
Q

behaviourist approach

A

Skinner
children learn through positive and negative reinforcement

46
Q

Snow

A

motherese
- high pitch
- greater range of intonation
- use of interrogatives and declaratives

47
Q

berko

A

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

48
Q

24 months - 2 years

A

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

49
Q

insertion

A

extra letter added to a word

50
Q

Stage 6 of language acquisition

A

first word
usually dog, cat, mum, dad etc
moves to holophrastic stage

51
Q

substitution

A

easier phoneme is used in place of a harder one
‘logurt’ instead of yogurt

52
Q

Stage 4 of language acquisition

A

melodic utterances
9 months
intonation is used
experiments with rhythm and tone

53
Q

grapheme-phoneme correspondence

A

when letters match the sound
- dog does, but gnome doesnt

ENGLISH (13 decks)

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