ELAR Flashcards
Learning approach
Theory of language development. Assumes that language is first learned by imitating the speech of adults. It is then solidified in school through drills about the rules of language structures.
Linguistic approach
Theory of language development. Championed by Noam Chomsky in the 1950s, this theory proposes that the ability to use a language is innate. This is a biological approach rather than one based on cognition or social patterning.
Cognitive approach
Theory of language development developed in the 1970s and based on the work of Piaget, this theory states that children must develop appropriate cognitive skills before they can acquire language.
Sociocognitive approach
Theory of language development. In the 1970s, researchers proposed that language development is a complex interaction of linguistic, social, & cognitive influences.
Oral & written language develops…
Simultaneously. The acquisition of skills in one area supports the acquisition of skills in the other.
True or false: oral language is a prerequisite to written language
False. Oral language is not a prerequisite to written language.
Babbling
Immature form of oral language development.
Scribbling
Immature form of written language development
True or false. Oral language development does not occur naturally.
True. Oral language development does not occur naturally, but does occur in a social context.
Pre-listening activity
First step in listening lesson. Establishes purpose of the lesson & engages students’ background knowledge. This activity should ask students to think about and discuss something they already know about the topic. Or teacher can provide background info.
The listening activity
Second step in listening lesson. Requires listener to obtain info & then immediately do something with that information.
Post-listening activity
3rd step in listening lesson. An evaluation process that allows students to judge how well they did with the listening task.
Neurological-impress method (NIM)
Described in 1969 by R.G. Heckleman as a method in which adults & children hold the book together, with the adult reading aloud while the child observes and reads aloud when he recognizes words or repeated phrases. Helps student recognize words, learn pronunciation, phrasing & intonation. Provides immediate feedback that builds confidence.
Language experience approach (LEA)
Children learn from experience rather than from traditional printed classroom materials such as leveled readers. Ex) have the class write a report based on a group experience such as a field trip. Used to facilitate language acquisition and development & used when groups of students work together to record a specific experience.
Invented spelling
Children use this when they begin to develop written language skills. Based on their limited understanding of what letters and combinations of letters make specific sounds, but don’t correspond to correct spelling.
In order for children to develop literacy, they must have developed skills in…
1) Phonemic awareness
2) Phonics
3) Vocabulary
4) Comprehension
5) Fluency
Stages of literacy
1) Emerging literacy
2) Developing literacy
3) Transitional reading
Emerging literacy
Idea in literacy development posited in 1966 by Marie M. Clay. First stage. Sees children in transition between spoken and written language with the help of adults. When children formally learn how to read and write. Development phase when children begin to understand printed language. Birth to 5 years old. Transitions from nonreader to beginning reader.
Developing literacy
Stage two in literacy development. Children begin to develop independent literacy skills, including deciding & handwriting. Typically occurs during the first & second grades.
Transitional reading
3rd stage in literacy development. Children need little help with their reading and can read and write independently while gradually developing higher-level skills and comprehension. Typically refers to 2nd grade & higher.
Phonics
Processing learning to read by learning how spoken language is represented by letters. Commonly used method to teach decoding & reading.
Phonemes
The actual sounds created during speech.
Graphemes
The symbols, such as single letters or combinations of letters that are used to represent these spoken sounds visually.
Phonological awareness
The ability to perceive sound structures in a spoken word, such as syllables and the individual phonemes within syllables, not just the meaning it conveys. Reading prerequisite.
Onset sounds
The sounds at the beginning of words
Phonemic awareness
Being able to hear, identify, & manipulate individual speech sounds or phonemes. The manipulation of speech sounds includes such processes as breaking words down to individual components. Skill of recognizing & manipulating individual speech sounds or phonemes. Requirement for reading.
Conditions required for a student to learn to read
1) Phonological awareness
2) phonemic awareness
3) Alphabetic principle
4) orthographic awareness
5) comprehensive monitoring strategies
Alphabetic Principle
Concept that printed language consisted of alphabet letters that are deliberately and systematically related to the individual sounds of spoken language. Prerequisite for reading. Refers to use of letters & combinations of letters to represent speech sounds.
Orthographic awareness
Recognition of printed language structures, such as orthographic rules, patterns in spelling, derivational morphology & inflectional morphology.
LEAD21 model
Model of phonics instruction that lasts 5 days.
Top-down processing
The listener refers to background & global knowledge to figure out meaning of message.
Bottom-up processing
The listener figures out the meaning of the message by using data obtained from what is said.
Skills which indicate a child is entering the emerge my literacy stage
1) identifying the parts if a book. Differentiate between title, beginning, end, & chapter breaks.
2) understanding print directionality (from left to right)
3) understanding connection between spoken & printed language.
Theories of language development
1) Learning approach
2) Linguistic approach
3) Cognitive approach
4) Sociocognitive approach
Scaffolding
The need for teachers to support readers of all levels. Typical elements include guiding, demonstrating, & teaching.
Levels of comprehension
1) literal
2) interpretive
3) critical
4) creative
Literal reading comprehension
The reader understands the literal, straightforward meaning of the text. Ask questions referring to facts & details in the text, sequence of events, comparing one detail of the text to another.
Interpretive reading comprehension
The reader begins to interpret various types of language & make inferences based on the text. Questions could cover: point of view, definitions of terms, explanations of figurative language, the author’s basic message or purpose, requiring the reader to infer answers from the text.
SQ3R
Reading comprehension method whose steps are:
1) survey- skim text & look @ major characteristics such as headings of chapters, diagrams, charts or pictures, & words that are emphasized by a different font.
2) question- produce a list of questions the text might answer.
3) read- read through text to find answers
4) recite- read through questions & attempt to answer without referring to text.
5) review-look over text to see if answers are correct.
Graphic organizers
Help provide visual record of comprehension. Venn diagrams Fishbone organizers Double-entry journals Thinking maps or webs
Venn diagram
Graphic organizer. Diagram made up of overlapping circles & demonstrate similarities & differences between specific ideas or objects
Fish bone organizers
Graphic organizer charts that display connections between cause & effect.
Double-entry journals
Graphic organizer. Students record quotes from relevant text in these journals, along with their comments or analysis in an adjacent column.
Thinking maps or webs
Graphic organizer diagrams usually constructed with a main concept at center & related concepts branching off & surrounding main concept.
Cloze test
Common way to determine students reading level. Words are left out of text & student must fill in the blanks.
Readability graph
Developed by Edward Fry. Offers a mathematical equation to assess texts according to their grade level. Measures how many sentences are found in text & # of syllables for each one hundred words. These two values determine books grade level.
Root word
The original words before it is added onto. Base of a word to which affixes can be added.
Ex) dislike
Root word=like
Affix
Syllables attached to the beginning, middle or end of a word to make it derivative or inflectional form of a word.
Prefix, infix or suffix that is added into a root word. Prefix is added before a root word. An infix added to middle & suffix added to end.
Ex) dislike
Prefix=dis
Tier 1 Vocab words
Those words used in everyday conversation, like house or car.
Tier 2 words
Words used in nature language, less in everyday speech but more in writing.
Tier 3 words
Words that are academic vocabulary, usually taught during content-area lessons.
Vocabulary instruction focus levels
1) incidentally exposing students to new words by incorporating tier 2 words into discussions of read alouds.
2) embedding instruction in discussion. Teacher gives a synonym to define a word, & points @ the book’s illustration of it.
3) focusing instruction on vocabulary.
Definitional approach
Giving students a definitional phrase or a synonym for a word, or eliciting these from students. Time efficient approach, permitting teachers to address many words during read alouds.
Contextual word knowledge
When teachers have students refer to the text to ascertain a words meaning. They may reread a words sentence context to help students prove or disprove their ideas of its meaning.
Conceptual word knowledge
Teachers develop via examples & questioning before reading; reinforcing definitions during reading; & giving students opportunities to use new words in various other contexts.
Decoding
Method or strategy used to make sense of printed words & figure out how to correctly pronounce them.
3 types of Language cues
1) Syntactic
2) Semantic
3) Phonemes & graphemes.
Syntactic language cues
Refers to the order of words, how they are placed in a sentence & how they appear to function within that sentence. A reader can often deduce whether a word is a noun or a verb based in its placement & function in a sentence. This can also include prefixes & suffixes that affect the meaning of a word.
Semantic language cues
Clues toward the meaning of a word derived from the full context of that word. Clues could come from the individual sentence where the word is placed or from a larger section of the text such as a paragraph or the entire text.
Phonemes & graphemes language cues
Provide pronunciation clues. The phoneme is the spoken sound while the grapheme is the written symbol used to represent that sound.
Prefix
Syllable that appears at the beginning of a word that, in combination with the root or base word, creates a specific meaning.
Suffix
A syllable that appears at the end of a word that, in combination with the root or base word, creates a specific meaning.
Types of suffixes
1) noun suffix: two types. One denotes the act of, state of, or quality of. The other denotes the doer.
2) verb suffix: denote “to make” or “to perform the act of.”
3) adjectival suffix: include suffixes such as “ful”, which means full of.
