Domain One - Language and Linguistics Flashcards
Language
Written words and spoken sounds that create meaning for human understanding
Linguistics (three main aspects)
Study of language ; morphology (unit of meaning) ; phonology (speech sounds) ; semantics (analysis of word meaning)
Alphabetic principle (3 rules)
3 rules for writing and speaking letters
- Letters named w/ upper and lower case letters
- Each letter/group of letters(words) represent sounds
- The relationship between letters and letter-sounds (phonemes) provides the context to identify, pronounce, and spell
Affix
Non-word (bound) morpheme combined with a word, stem, or phrase to make a word
Ex/ adjoining , ad- (prefix), -ing (suffix), join (affix)
Automaticity
Ability to read and recognize a word or series of words accurately and without effort
Blending
Ability to fluidly combine individual sounds to form words ; ability to combine onsets and rimes to form syllables and combine those into words
Concepts of print
Important predictor of learning to read
Understanding we read left to right or top to bottom, direction of print on a page, use of spaces, ideas that print is representative of words
Decoding
Process of translating print to spoken word in order to understand meaning of written letters; basically word identification
Denotative meaning
Literal, dictionary meaning
Derivational morpheme
Added to a word to create another word (morpheme=smallest unit of a word with meaning); ex/ sing
Idiolect
Specific speech habits of an individual; peculiarities of language, grammar, pronunciation
Morphology
Study of word formation ; analysis of structure, word stems, and affixes
Onset-rime
Onset= 1st phonological unit of a word / part of word before vowel
Rime = vowels and consonants that follow the onset
Example- b(onset) ook(rime)
** not all words have this ; helps with decoding new words
Phoneme
Smallest unit of spoken language that helps to determine meaning
English has about 41
"A" = one "Oh" = one "If" = two /i/ /f/ "Check" = three /ch/ /e/ /k/ "Stop" = four /s/ /t/ /o/ /p/
Phonemic awareness
Ability to hear, identify, and manipulate the phonemes in spoken words
Sounds work together to make words
** most important determinant of being a successful reader
Phonics
Method of teaching reading and spelling that stresses symbol-sound relationships
Predictable relationship between phonemes and graphemes (letters and spellings that represent those sounds in written language)
** goal to help children learn/use the alphabetic principle
Phonological awareness
Listening skill usually developed pre-k
Ability to hear, think about, and manipulate sounds
Competency:
- know sounds make up words
- Know sounds can be manipulated into new words
- Know words can be separated into sounds, syllables, and rhymes
- know words have meaning
Important bc if sounds are related to print then they can start to decode and make sense of how sounds and letters are organized in print
** not interchangeable with phonemic awareness
Pragmatics
Ability to engage in conversational speech (allowing time for response)
Studies how verbal/nonverbal communication can change meaning of communication and comprehension
Meaning of language changes based on context
Prosody
Component of fluency referring to reading with expression (appropriate use of emphasis, stress, intonation, pitch, pauses, and phrasing based on understanding of syntax and mechanics)
Can also reflect the emotional state of the speaker
Segmenting
Breaking words into their individual phonemes
Breaking words into syllables and syllables into onsets and rimes
Semantics
Analysis and study of meanings of words, phrases, and sentences
Syntax
The study of how sentences are formed and the pattern or structure of word order in sentences
Study of ways words are organized to create meaning
Child-directed speech (1st stage of early childhood aquisition)
0-24 months
Primary caretakers play an active role in the development of their child’s language
Child-directed speech = modified speech to make it easier for a child to learn language (ex/ modifying sentence structure, repeating key words, and focusing on present objects
1st words spoken by 12 months ; usually holophrases
1st sentences by 18-24 months ; usually two-word sentences (telegraphic speech)
Holophrase (2nd)
8-12 months
One word and non-verbal gesture to express a complete/meaningful thought (recognition that words represent a specific object, desire, or event)
Includes symbolic and representational gestures
Example/ symbolic = shaking head to indicate “no”, representational = holding up bottle to signal thirst
Telegraphic speech
2 years old
Early form of speech; omitting/ simplifying words in a phrase/ sentence to communicate their message
Usually two-word sentence with just enough words to show meaning (example/ “no… hot” = the food is too hot)
Fast mapping
2-5 years old
Used to figure out meaning
Using context of a word/phrase to accurately determine a word’s meaning
Easier with nouns than verbs
Example/ kid knows blue, blue and beige ball, told to get beige, knowledge of blue helps them determine beige
Private speech
3 years old
Talking out loud by oneself without the intention of communicating with others
Helps integrate language and thought as well as self-regulation
** vygotsky = private speech is responsible for all higher levels of intellectual functioning
Overregularization
4-5 years old
Misuse of regular grammatical patterns of past tense or plural words (noun or verb)
Example/ feet= foots; sang = singed
Universal language acquisition theory
Noam chomsky
Language is innate and universally inherited by all humans
Infants = prewired to learn language
** contemporary linguists: language acquisition occurs when they interact with their social environment; when exposed to hearing people talk, new brain pathways are formed (neuroplasticity); cognitions, behaviors, and emotions caused by changes in environment enhance language abilities
Critical period for language acquisition
All children experience a critical period when it is easier to acquire verbal skills in their native language (corresponding with brain development)
Infancy-puberty
First few years are optimal time
Vygotsky’s second language acquisition theory
Lev Vygotsky
Thought development is determined by language
Language: center of all learning experiences, shapes all thoughts and perceptions (w/o language these wouldn’t exist)
2nd language: must think before formulating new ideas (must be competent in native language to be able to think about a second)
Krashen’s second language acquisition theory
Stephen Krashen
Primary language acquisition is an unconscious mental process (implicit)
English language learners must consciously learn (explicit)
Stages of second language acquisition (first)
Preproduction
Developmental Expectations: English is beginning to be internalized, Minimal/no language and comprehension skills, usually use physical gestures (nodding, pointing, drawing, acting out)
Instructional Strategies: Use visual aids, gestures, simple question prompts; focus on minimal key vocab words and phrases; assign writing exercises that combine pics and words; provide instruction that is sensitive to cultural norms and academic competencies
Stages of second language acquisition (second)
Early production
Developmental expectations: Limited comprehension and language skills but can speak familiar one or two word responses (telegraphic speech)
Instructional strategies: Use pre-production strategies; use questions that require yes/no or either/or answer; question prompts that require familiar one or two word response; help expand those responses; use games/role-playing to help with new vocab; use handouts and worksheets with fill-in-the-blank (cloze) exercises
Stages of second language acquisition (third)
Speech emergence
Developmental expectations: Increased comprehension and language abilities, begin to produce simple sentences/phrases (basic errors in grammar and speech), reading comprehension and writing skills are limited
Instructional strategies: use prompts that require them to answer  who, what, where, why and how in writing and those that require a written/oral response of 1+ sentence; daily journal; games and role-playing to show oral/ written text; use media, technology, and the internet to illustrate examples; problem-solve using real-world events
Stages of second language acquisition (fourth)
Intermediate fluency
Developmental expectations:  advanced command of english language and comprehension; combine phrases/sentences and a good command of oral/written communication
Instructional strategies: analyze complex reading, writing, and speaking assignments; reading instruction assignments that show ability to paraphrase, define, compare, contrast, summarize, describe, and explain text; help expand knowledge through oral presentation/discussion; daily journal; reading assignments; encourage use of media, tech, and the internet; increase problem-solving in reading/writing
Stages of second language acquisition (fifth)
Advanced fluency
Developmental expectations:  oral/written communication competency; fully participating in grade-level classroom activities
Instructional strategies: all grade-level  expectations; adaptations according to academic proficiencies and cultural implications
Stages of reading development (1st)
Early childhood to K - pre-alphabetic (early emergent reader)
Developmental expectation: rely on story reading from picture books with minimal prompts and beginning to be aware that text goes from left to right; scribble and recognize distinctive visual cues in environmental print (example/ letters in their names); often pretend to read and engage in private speech
Reading instruction: begin phonemic awareness and concepts of print instruction by helping students  to:
- Recognize print concepts in the environment
- recognize print has meaning
- text is left to right
- make predictions in stories
- Enjoy matching words and sounds (rhythm)
- name pics associated with their spoken word
- Recognize letter shapes by name
- learn abc song
Stages of reading development (second)
K-1st grade - Alphabetic (decoding) (beginning reader)
Developmental expectation: awareness that letters are associated with sounds; begin to identify some printed words by decoding CVC words (sun,pin); usually know letters represent sounds; later spell with the 1st and last consonants (example/ ct for cat)
Reading instruction: systematic and explicit instruction:
- phonics, phonemic awareness, blending, segmenting, and decoding
- Vocab word-attack skills, spelling
- text comprehension
- listening and writing
- Encouraging students to make predictions about stories
- fill-in open-ended sentences
Stages of reading development (third)
2nd-3rd grade - alphabetic (learning fluency) (beginning reader)
Developmental expectation: beginning to develop fluency in reading text and recognize Words by pattern and sight; attempt to read using phonics knowledge; read/reread text in a story; rhyme and blend words; check for meaning of words to make sense of a text ; older students start to recognize chunks or phonograms and identify similarities and differences of sounds in words
Reading instruction: systematic and explicit instruction:
- phonics, phonemic awareness, blending, segmenting, and decoding
- Vocab word-attack skills, spelling
- text comprehension
- listening and writing
- Encouraging students to make predictions about stories
- fill-in open-ended sentences
Stages of reading development (fourth)
4th-8th grade - orthographic (fluent reader)
Developmental expectation:  read larger units of print and use analogy to decode larger words; decoding becomes fluent like an adult reader; reading, accuracy, and speed are stressed
Reading instruction:
- word-attack skills (multisyllabic words) and words within families
- decoding
- spelling and vocab
- Fluency
- Text comprehension (context skills)
- utilizing metacognition
Stages of reading development (fifth *remedial)
3rd-8th grade (not reading competent) (remedial reader)
Developmental expectations: preventative rather than remedial is key with a full range of learners, those struggling to read are taught in the same systematic framework taught from the early grades of successful readers
Reading instruction: reteaching all of the modalities of a beginning reader and emphasizing :
- assessment of identified reading weakness
- teaching explicit strategies based on diagnosis
- linking instruction to prior knowledge
- Increasing instruction time
- Dividing skills into smaller steps while providing reinforcement and positive feedback
Phoneme isolation
Isolation of sounds
example/ first sound in ball (b)
Phoneme identity
Identify common sound
Doll, dig, dog = /d/
Phoneme classification
Identify word that sounds different and doesn’t belong
Example/ ball, bell, run = run
Phoneme substitution
Replace phoneme with another to make a new word
Example/ ball → tall
Phoneme segmenting
Orally separating sounds; word said outloud is broken into individual sounds and phonemes counted
Example/ bat = /b/ /a/ /t/
Phoneme blending
Orally blending sounds; say phoneme segment sound then student combines to identify the word
Example/ /c/ /a/ /t/ = cat
Metacognition
Thinking about thinking
Pre-reading- purpose for reading/ preview text
During- monitor understanding and adjust accordingly
After- check understanding
Calculate fluency
Total words read minus errors= words correct per minute (wcpm)
