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CLA Flashcards

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1
Q

What are the 4 sections in the pre verbal stage?

A

Vegetative
Cooing
Babbling
Protowords

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2
Q

Describe the vegetative stage

A

0-4 months

Baby can make sounds of discomfort or reflexive actions

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3
Q

What is phonemic expansion?

A

When babies increase the number of sounds they can produce (as of the vegetative stage)

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4
Q

Describe the cooing stage

A

4-7 months

Baby can make sounds and vocal play using open mouthed sounds

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5
Q

Describe the babbling stage

A

6-12 months

Repeated patterns of consonant and vowel sounds

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6
Q

Describe the two types of babbling

A

Reduplicated babbling- ga ga ga

Variegated babbling- ga goo ga

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7
Q

Describe the proto words stage

A

9-12 months

Word like vocalisations, not actual words but sounds or formations that a child uses consistently for the same meaning

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8
Q

What is phonemic contraction?

A

From the proto words stage, babies slowly reduce the number of sounds they make to only those necessary for their language

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9
Q

What are the 4 stages of speaking development?

A

Holophrastic stage
Two word stage
Telegraphic stage
Post telegraphic stage

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10
Q

Describe the holophrastic stage

A

12-18 months

One word utterances are produced

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11
Q

What are the two theorists associated with the holophrastic stage?

A

Bee

Katherine Nelson

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12
Q

What was Bee’s theory?

A

A word is any sound that is used consistently to refer to the same thing.

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13
Q

What was Katherine Nelson’s study?

A

60% of first words are nouns. The rest is made up of actions, events, describing/ modifying things, personal/ social words.

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14
Q

Describe the two word stage

A

18-24 months
Two word combinations accompanied by some development of verb inflections or morphological development such as ‘s for plurals
Generally follows the SV pattern
It is a relatively short stage of a few weeks.

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15
Q

Describe the telegraphic stage

A

24-36 months
Three or more words combined
Early in the stage, verb inflections, auxiliary verbs, prepositions/adverbs and determiners are all omitted.

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16
Q

Describe the post-telegraphic stage

A

36+ months
More grammatically complex combinations, here key skills start to develop.
Remaining function words are acquired. Can use subordinating and coordinating conjunctions. Can manipulate verb aspects more accurately. Construct longer noun phrases.

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17
Q

What is the rate of lexical development at 12 months?

A

50 words but understand around 250

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18
Q

What is the rate of lexical development at 24 months?

A

200-300

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19
Q

What is the rate of lexical development at 36 months?

A

2, 000

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20
Q

What is the rate of lexical development at 5 years?

A

3, 000

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21
Q

What is the rate of lexical development at 7 years?

A

4, 000

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22
Q

What is the rate of lexical development at 11 years?

A

40, 000

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23
Q

Describe the nature of a child’s first words

A

First words are often proper or concrete nouns
They are often of a social/ interactive nature
Early vocabulary contains content words and function words are acquired later

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24
Q

Define phonology

A

The study of the sound systems of language and how they communicate meaning

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25
Q

Define phonetics

A

The study of the sounds used in speech including how they’re pronounced

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26
Q

Define phoneme

A

The smallest contrastive unit in the sound system of a language

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27
Q

Define morphology

A

The area of language study that deals with the formation of words from smaller units called morphemes

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28
Q

Define pragmatics

A

The factors that influence the choices that speakers make in their use of language

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29
Q

What is a content word?

A

A type of word that had an independent dictionary meaning, usually nouns, verbs adjectives or adverbs

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30
Q

What is a function word?

A

A word whose role is largely or wholly to express a grammatical relationship. Usually prepositions, conjunctions or determiners

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31
Q

Define a holophrase

A

A single word expressing a whole idea

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32
Q

Define a vocative

A

A form used to address a person

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33
Q

Define cohesion

A

The grammatical and lexical relationship within a text or sentence. Cohesion can be defined as the links that hold text together and give it meaning

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34
Q

Define a grapheme

A

A fundamental unit in a written language (alphabet letters)

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35
Q

Define a vowel

A

Sounds made without closure or audible friction

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36
Q

Define a dipthong

A

Vowels where there’s a perceptible change in sound quality such as: ew, au, oi

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37
Q

Define consonant

A

Produced when the vowel tract is blocked or restricted as to create audible friction

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38
Q

What are the 4 factors affecting consonant production?

A

Manner of articulation
Place of articulation
If voiced (by vibrating the vocal chords)
Or unvoiced (by not vibrating)

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39
Q

What is a plosive sound?

A

Created when the airflow is blocked for a brief time (voiced: B, D, G- unvoiced: P, T, K)

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40
Q

What is a fricative sound?

A

Created when airflow is only partially blocked and air moves through in a steady stream (Voiced: V, Z- unvoiced: F, S, T)

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41
Q

What is an affricative sound?

A

Created by putting plosives and fricatives together (voiced: D3- unvoiced tS)

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42
Q

What is an approximant sound?

A

Similar sounds to vowels (voiced w, r)

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43
Q

What is a nasal sound?

A

Produced by air moving through the nose (voiced m, n)

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44
Q

What is a lateral sound?

A

Created by placing the tongue on the ridge of the teeth and then moving down the side of the mouth (voiced: l)

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45
Q

What are the 7 early phonological errors?

A 
Deletion
Substitution 
Addition
Assimilation
Reduplication
Consonant cluster reduction 
Deletion of unstressed syllables
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46
Q

What is the early phonological error of deletion?

A

Omitting the final consonant in words such as do(g)

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47
Q

What is the early phonological error of substitution?

A

Substituting one sound for another, particularly with sounds that develops later such as ‘sh’

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48
Q

What is the early phonological error of addition?

A

Adding an extra vowel sound to the end of words such as doggie

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49
Q

What is the early phonological error of assimilation?

A

Changing one consonant or vowel for another often in early plosive sounds of ‘b’ and ‘d’ e.g. gog for dog

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50
Q

What is the early phonological error of reduplication?

A

Repeating whole syllables e.g. dada

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51
Q

What is the early phonological error of consonant cluster reduction?

A

Clusters of consonants can be difficult for children to articulate so sometimes they reduce them to smaller units e.g. pider for spider

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52
Q

What is the early phonological error of deletion of unstressed syllables?

A

Omitting the opening syllable in polysyllabic words e.g. nana for banana

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53
Q

Describe the process of gaining semantic understanding

A

Learning the meanings of words, developing categories and heirachies, being able to link words such as pug, dog, animal

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54
Q

What is mutual exclusivity assumption?

A

A child believes that an object cannot be two things. A part of developing semantic understanding is to understand the hierachal nature of naming categories.

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55
Q

What is overextension?

A

Children often overextend a word’s meaning and link objects with similar qualities

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56
Q

What is underextension?

A

Less frequently, children understand a word by a narrower definition

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57
Q

What are the three types of overextension stated by Leslie Rescorla?

A

Categorical overextension, analogical overextension and mismatched statements

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58
Q

What is categorical overextension?

A

One member of a category is extended to all members of one category e.g. apple used for all round fruits

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59
Q

What is analogical overextension?

A

A word for one object extended to one in a different category; usually on the basis of a physical or functional connection e.g. ball used for a round fruit

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60
Q

What are mismatched statements?

A

One word sentences that appear quite abstract e.g. saying duck when looking at an empty pond

61
Q

What are Jean Aitchinson’s 3 stages of semantic development?

A

Labelling
Packaging
Network building

62
Q

Describe labelling

A

Linking words to the objects to which they refer, understanding that things can be labelled

63
Q

Describe packaging

A

Explaining the labels and to what they can apply

Over/ underextension occurs in order to eventually understand the range of a word’s meaning

64
Q

Describe network building

A

Making connections between words, understanding similarities and opposites in meaning

65
Q

What is hyponomy?

A

The hierachal structure that exists between lexical items

66
Q

What is a hyponym?

A

A superordinate, more specific with a category or under a hypernym

67
Q

What is a synonym?

A

Using different labels for the same object

68
Q

What are the two ways that grammatical understanding develops?

A

Syntactical

Morphological

69
Q

What does syntactical development allow children to do?

A

Order words into phrases and clauses.

Make different types of utterances or sentence moods.

70
Q

What is an adverbial?

A

The word or phrase giving information about when, where or how

71
Q

What is a complement?

A

Word or words needed to complete expression

72
Q

What is Roger Brown’s bootstrapping theory?

A

One of the ways children learn new words- by syntactic bootstrapping where children deduce what something is depending on the way the word is used/ where it is used in the sentence.

73
Q

What are Roger Brown’s meaning relations?

A

Agent+Action; Agent+Affected; Entity+Attribute; Action+Affected; Action+Located; Entity+Location: Possessor+Possession;
Nomination;
Recurrence;
Negation

74
Q

What is Bruner’s social interactionist theory?

A

Input is vital in helping children acquire language. They say interaction with a child helps them to develop a group of words, their meanings and practical realities of communication. This scaffolds a child’s language development.

75
Q

What are the 4 stages of Bruner’s LASS?

A

Gaining attention
Query
Label
Feedback

76
Q

What are the three primary auxiliary verbs?

A

To do
To have
To be

77
Q

What order are questions acquired in?

A

What
Where
Why
When

78
Q

What are Bellugi’s station of negation?

A
  1. Uses no or not at the beginning or end of a sentence
  2. Moves no or not inside the sentence
  3. Attaches the negative to the auxiliary verbs
79
Q

What are Bellugi’s stages of pronoun development?

A
  1. The child uses their own name
  2. The child recognises the I/me pronouns and these are used in different places within a sentence
  3. The child uses them according to whether they are in the subject or object position in a sentence
80
Q

Grammar develops through what syntactical advances?

A 
Ordering words into phrases and clauses.
Making different types of utterances.
Inflection morphology. 
Derivational morphology (Adding prefixes and suffixes)
81
Q

What is a free morpheme?

A

One that can stand alone as an independent word e.g. the

82
Q

What is a bound morpheme?

A

One that cannot stand alone as an independent word

83
Q

What is Roger Brown’s morpheme development order?

A

Past progressive (ing), prepositions, plural, past tense irregular (run/ran), possessives, articles, regular past tense, auxiliary verbs

84
Q

What is a virtuous error?

A

Overgeneralising a rule that they have learnt or using conversion too often… e.g. I jammed my bread

85
Q

What study proves the concept of overgeneralisation?

A

Jean Berko’s wug test

86
Q

What is Piaget’s theory?

A

A child acquires more complex language only when they are intellectually ready. Divides speech into egocentric and social speech.

87
Q

Describe Behaviourism

A

Skinner coined the term operant conditioning which concerns consequences of actions determining whether they continue or not.

88
Q

Describe Nativism

A

Chomsky spoke of universal grammar and innateness using the language acquisition device.

89
Q

How did Pinker extend Chomsky’s idea/

A

Children aren’t memorising utterances but gradually pick up grammar rules.

90
Q

What is Vygotsky’s theory of external monologue?

A

When children keep a running commentary when playing or in what they are observing. This is internalised as thought as the child gets older.

91
Q

What is Vygotsky’s theory of the zone of proximal development?

A

The difference between a child’s ability and a child’s ability with help from an adult

92
Q

What are Halliday’s functions of speech?

A

Instrumental: fulfil a need
Regulatory: influence behaviour
Interactional: maintain social relationships
Personal: convey opinions
Representational: convey facts
Imaginative: creates an imaginary world
Heuristic: used to learn about the environment

93
Q

What are Dore’s language functions?

A

Labelling, repeating, answering, requesting action, calling, greeting, protesting, practising

94
Q

What is CDS?

A

The academic term for language used by adults when addressing children. It aims to: hold the child’s attention, break down language into understandable sections, make conversation more predictable by referring to the here and now.

95
Q

What sort of things might an adult do in CDS?

A

Sing song intonation speak slower, exaggerate, use concrete nouns, dynamic verbs, adopt a child’s words for things, use phonological errors, use child’s name, absence of pronouns, repeated sentence frames, supportive language

96
Q

In CDS what is expansion?

A

The adult fills out the child’s utterance.

97
Q

In CDS what is recasting?

A

By putting a child’s vocabulary into a new utterance.

98
Q

What are the four sections of developing pragmatics?

A

Implicature (what we mean rather than what we say)
Inference (Interpreting what others mean)
Politeness (Using the right words and phrases)
Conversational management and turn taking (knowing when to speak)

99
Q

What is the speech act theory?

A

Locution (literal sense)
Illocution (implied meaning)
Perlocution (perceived meaning )

100
Q

What was Clarke Stuart’s theory?

A

Children whose Mother’s talk to them more, have larger vocabularies

101
Q

What was Katherine Nelson’s theory?

A

Children’s whose mothers corrected them on word choice and pronunciation actually advanced more slowly than those with mothers who were generally accepting.

102
Q

What was Kuhl’s theory?

A

Babies turned towards adults who spoke in a sing song intonation

103
Q

What is a grapheme?

A

Letters

104
Q

What is a consonant digraph?

A

Contain two consonants ‘ck’

105
Q

What is a vowel digraph?

A

Contain at least one vowel ‘ai’

106
Q

What is a trigraph?

A

Three letters than make one sound

107
Q

What is a split digraph?

A

Where two graphemes are not adjacent but make one sound e.g. a-e

108
Q

What is a CVC word?

A

Consonant-vowel-consonant

109
Q

What is Catherine Garvey’s theory of CLA and play?

A

Play is enjoyable, has no extrinsic goals, spontaneous, voluntary, active involvement, has certain systematic relations to what is not play

110
Q

Quote by Vygotsky…

A

“What a child can do in cooperation today, he can do alone tomorrow”

111
Q

What are Jean Chall’s stages of redevelopment?

A
  1. Pre-reading and pseudo reading- pretend reading
  2. Initial reading and decoding- simple texts with high frequency lexis
  3. Confirmation and fluency- paying more attention to meaning of words
  4. Reading for learning- reading for information
  5. Multiplicity and complexity- critical and analytical response to texts
  6. Construction and reconstruction- reading selectively
112
Q

What are reading schemes?

A

Staged in difficulty, model politeness conventions, often use multicultural and gender representations, value of non fiction books realised especially to encourage boy to read, primary purpose to teach rather than to entertain.

113
Q

What are the key features of reading books in schools?

A

Lexical and syntactical repetition, simple verbs used, one sentence per line, anaphoric referencing, limited use of modifiers, text-image cohesion

114
Q

What is a graphophonic cue?

A

Looking at the shape of words, linking those to familiar words to interpret them.

115
Q

What is a semantic cue?

A

Understanding the meanings of words and making connections between words in order to decode new ones
Collocations are words that go together e.g. mum and dad

116
Q

What is a visual cue?

A

Looking at the pictures and using the visual narrative to interpret unfamiliar words or ideas

117
Q

What is a syntactic cue?

A

Applying knowledge of word order and word clauses to work out if a word seems right in the context.

118
Q

What is a contextual cue?

A

Searching for understanding in the situation of the story- comparing it to their own experience of their pragmatic understanding of social conventions

119
Q

What is a miscue?

A

Making errors when reading: a child might miss a word or substitute another that looks similar or guess a word from accompanying pictures.

120
Q

What are Barclay’s 7 stages of writing development?

A
  1. Scribbling: thinking visible, random marks on the page
  2. Mock handwriting: children practise drawing shapes on paper
  3. Mock letters: random letters but not matching sounds with symbols
  4. Conventional letters: match sounds with symbols
  5. Invented spelling: words spelt phonetically though some simple words are spelt correctly
  6. Appropriate spelling: sentences become more complex
  7. Correct spelling: cursive
121
Q

What skills are needed for writing?

A

Holding a pen correctly; learning letter shapes; learning directionality and lineality; leaving spaces; using punctuation and cursive

122
Q

What are B.M. Kroll’s stages of writing development?

A

Preparatory stage: physical skills, basics
Consolidation stage: writing reflects speech
Differentiation stage: awareness of differences between speaking and writing, complex sentences used
Integration stage: personal voice develops

123
Q

What is grapheme substitution?

A

‘thort’ for ‘thought’ due to sound correspondence

124
Q

What is orthographic principle?

A

The recognition that letters don’t necessarily correspond to expected sounds

125
Q

What are the three strands school literacy is taught in?

A

Vocabulary
Reading/writing
Speaking

126
Q

What is taught in the early years foundation stage?

A

Children are taught the links between graphemes and phonemes, taught to compose sentences orally before writing, write through role play, mark making

127
Q

What is taught in yr1 and 2?

A

Simple narrative writing, narrative about personal experiences, writing about real events, poetry

128
Q

What is taught in yr 3-6?

A

Creating settings, characters plot
Organisation develops
Describing atmosphere and dialogue

129
Q

What are the three stages of Pie Corbett’s teaching children to write narratives?

A

Imitation: listening to stories
Innovation: adapting a well known story
Invention: making up your own stories

130
Q

What genres are taught in yr 1?

A

Instructions

Recounts

131
Q

What genres are taught in yr 2?

A

Reports

Explanations

132
Q

What genres are taught in yr 4?

A

Reviews
Letters
Formal speeches

133
Q

What genres are taught in yr 6?

A

Newspaper articles

Discussions

134
Q

How did Rothery categorise genres?

A

Observation/ comment- writer makes an observation and may evaluate this label
Recount- chronological series of events
Report- factual, objective description
Narrative- has a set pattern of orientation, complication, resolution, coda

135
Q

What are Britton’s modes of writing?

A

Expressive- resembles speech
Poetic- phonological features such as rhyme develop
Transactional- third person is used and is formal

136
Q

What is Katherine Perrera’s framework?

A

Chronological and non-chronological

137
Q

Define the phonic approach

A

The principle of identifying the regular sound-letter relationships in a writing system and teaching the child to use these to construct or decode words

138
Q

Define whole word/ look and say approaches

A

Recognising individual words as wholes without breaking them down into constituent letters or sounds

139
Q

What is a repeated epithet?

A

An additional name tag

140
Q

What is a repeated formulae?

A

A repeated spell or sequence of events

141
Q

What is a proverb?

A

A saying or a summary of some accepted wisdom

142
Q

What is an addictive structure?

A

The event of a story tend to be linked using ‘and’ rather than more complex structures

143
Q

What is readability?

A

How readable or unreadable a text is

144
Q

What is representation?

A

The way in which words stand for real objects

145
Q

What does Gordon Wells say about reading?

A

Stresses the importance of listening to stories

146
Q

What does M. Clay say about writing development?

A

Flexibility: children experiment with graphemes
Inventory: children list what they know about writing
Generating: children combine symbols according to their own rules to create new forms

147
Q

What are the 5 levels of literacy before schooling?

A
  1. Size of words may be written larger in the object is large
  2. Graphemes become more letter like
  3. Child gives each letter or syllable a value
  4. Development of alphabetic principle
  5. Fully established, no new concepts need to be established for a writing system
148
Q

What does Yetta Goodman say about language use?

A

Functional: controlling the behaviour of others
Linguistic: syntactic, semantic, pragmatic
Relational: negotiating with those around them

149
Q

What are sentence boundaries?

A

Full stops, capitalisations etc

English language A2 (2 decks)

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