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Preschool Language Final > Emergent higher level skills > Flashcards

Emergent higher level skills Flashcards

1
Q

3 main areas encompassed by higher-level language skills

A
  1. narratives
  2. emergent literacy
  3. metalinguistic awareness
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2
Q

What helps children learn to read?

A
  1. oral language
    - narratives
  2. phonological awareness
  3. print knowledge
    - alphabet knowledge
    - print concept knowledge
    - emergent writing
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3
Q

dyslexia

A

poor phonological skills

okay semantic/syntactic skills

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4
Q

poor comprehender

A

okay phonological skills

poor semantic/syntactic skills

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5
Q

poor decoding and comprehension (mixed reading disorder)

A

poor phonological skills

poor semantic/syntactic skills

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6
Q

hypothesis: phonological aspects of language are highly genetic; other language aspects are largely environmental. therefore, early reading (more dependent on phonology) will have a stronger genetic influence than later reading

A

both genetics and shared environment contribute significantly to early language, and later reading skills. substantial overlap in contributors in each area
-oral language skills predict language later on

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7
Q

genetics and speech and language

A

speech is more genetically driven than the relationship between speech and reading

  • language and reading are 50/50 genetics-environment
  • generalist genes- we have many disorders associated with a single gene and have many different genes that are associated with a single disorder
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8
Q

print awareness

A
  • refers to emerging knowledge about the forms and functions of written language
  • can be taught and other agents can effectively teach it (parents reading stories differently)
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9
Q

print awareness milestones reached between 2 and 5

A
  1. learns to recognize own name in print
  2. learns to write some letters
  3. knows letters are associated with sounds
  4. can identify or count words on a page
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10
Q

Justice et al. does training parents to read books and training teachers to read transfer to whole class?

A
  • were looking at low SES, not development disabilities. these kids just haven’t been exposed as much
  • IIT = intent to treat (analyze the results of everyone that was assigned to a condition, even if they did a terrible job)
  • AT = as treated (only taking people who complied with treatment)
  • teachers would call attention to point to words on page, count letters, identify reading left to right, identify what a word is, count words on page
  • found that this method WORKS
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11
Q

narratives 2-2.5

A
  • heap stories, random stories child can put together multiple sentences that may not sound related
  • collections of unrelated ideas; whatever attracts attention is included
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12
Q

narratives 2.5-3

A
  • sequences
  • central character exists, but no plot, description of things the character did (he did this, then he did this, then he did this)
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13
Q

narratives 3

A
  • primitive narratives

- thematically and temporally related; event links are unclear and no central plot

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14
Q

narratives 4

A
  • unfocused chains
  • event sequence with logical or cause-effect relationships
  • conjunctions may appear
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15
Q

narratives 5

A
  • focused chains, central connection but still no high point and resolution
  • central characters, better coherence
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16
Q

narratives 6

A
  • true narratives
  • central plot with conflict, high point, and resolution
  • multi-episode stories aren’t developed yet
17
Q

aspects of a good narrative

A
  1. setting
  2. initiating event
  3. chain of events that builds the conflict
  4. resolution
  5. conclusion
18
Q

more advanced aspects of narratives

A
  1. meta-linguistic and meta-cognitive verbs (think, say, know)
    - attribute mental states to characters
  2. cohesion
    - pronouns- do references across utterances make sense to the listener
    - conjunctive words/phrases; how are events linked temporarily
  3. sparkle (charm, depth, hard to quantify but important aspects of story quality)
19
Q

Why are narratives important?

A
  1. pragmatically real
    - show and tell
    - tell a parent what happened at school
  2. academically important
    - narrative abilities predict future reading comprehension
    - direct school assignment
  3. central organizational tool for how we relate and think about events, narratives reflect overall mental organization
20
Q

metalinguistic awareness

A

the ability to think consciously and talk about the use of language
1. the structure of language can be manipulated
- can you switch grammatical form around? is the grammar right?
2. words can be separated from meaning
- figurative language
- one word doesn’t have the same meaning in every sentence
3. language is composed of units
- like words, sounds, endings
-can put together words and sounds
phonological awareness is an aspect of metalinguistic awareness

21
Q

subdomains of metalinguistics

A
  1. metacomprehension
  2. metapragmatics
  3. metaphonology
22
Q

metacomprehension

A

what you did and did not understand, conscious knowledge of what you understood

23
Q

metapragmatics

A

conscious knowledge of how to apply social rules

- ex. you greet people when you enter a room

24
Q

metaphonology

A

phonological awareness

25
Q

meta skills are problematic for children with language disorders

A
  • most are correlated with skill in the area (ie the better you are at auditory comprehension, the better you are at metacomprehension
  • metaskills are related to executive control, also potentially connected to language skills
26
Q

phonological awareness 3-5 years

A
  1. rhyming
  2. words/syllables
    - segmentation
    - blending
    - deletion/elision
  3. invented spelling (beginning grapheme-phoneme awareness)
  4. phoneme categorization/matching (initial sounds before final sounds)
27
Q

phological awareness 5-7 years

A
  1. onset and rime
    - blending
  2. phonemes
    - deletion/elision
    - segmentation
    - blending
    - manipulation (reversal, rearrangement, pig latin)
  3. grapheme-phoneme correspondence, can you hear a word and then spell it
28
Q

Generalizations about PA

A

• The larger the unit, the earlier acquired:
– Words before syllables (usually!) before onset-rime before phonemes
• Complexity of task matters:
– Judgment is easier than identification is easier than production – Segmentation is easier than deletion is easier than substitution – Awareness of sounds at the beginning is easier than the end is
easier than the middle

29
Q

why are metalinguistic skills important?

A
  • don’t just have to know vocab words, have to know they’re made up of sounds. more advanced level
  • helps with self correction in reading and language
  • contribution to literacy (esp phonological awareness)
  • social skills: basis for language-based humor; ability to use slang; tailor type of language to situation
  • compensatory intervention strategies rely on meta-linguistic awareness

Preschool Language Final (5 decks)

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