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SHS 320 > final exam > Flashcards

final exam Flashcards

1
Q

phonological differences of parentese

A
  • higher pitch
  • exaggerated intonation
  • clearly enunciated, slow with distinct pauses
  • simple sounds, syllables and words
  • reduplicated syllables
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2
Q

slow speaking rate of parentese

A

-speech to 2 year olds half the rate of adult-to-adult speech

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3
Q

onomatopoetic words

A
  • owie
  • bop
  • kabonk
  • quack
  • tinkle
  • meow
  • chickadee
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4
Q

semantic differences of parentese

A 
-limited vocabulary
breakfast cookie (granola bar)
-unique words
goo-ee (milk)
-diminutives
mommy, kitty, clownie
-here and now 
things that are present
-mid level of generality
car (minivan, vehicle)
-vs. specific precise words
**small repertoire of semantic relations
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5
Q

syntactic differences of parentese

A
  • shorter utterances (smaller MLUs)
  • nicely-formed units
  • repetition with some additions (of self or child)
  • fewer disfluencies or broken sentences
  • noun phrases, verb phrases or prep phrases spoken alone
  • few embedded sentences
  • more content words fewer function words
  • fewer statements
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6
Q

smaller MLU

A

speech to 2 year old - MLU < 4 words

speech to adult - MLU > 8 words

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7
Q

repititions

A
  • 3 times more frequent in english spoken to 2 year olds than 10 year olds
  • allow the child more time to comprehend what was said
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8
Q

single word verbless utterances

A
  • hot
  • yes
  • what
  • more
  • name
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9
Q

pragmatic differences of parentese

A
  • more commands (imperatives) and questions
  • often missing you & do (subject pronouns and auxilary verbs)
  • questions end with what and where at the end
  • more talk about location
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10
Q

protoconversations

A

-conversation with self answering for child

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11
Q

model dialogues

A

-parent asks a question and supplies a possible answer

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12
Q

expatiate childs word or phrase

A

-use something they said in sentence or question

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13
Q

prompt or occassional question

A
  • ask directly

- repeat

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14
Q

explicit corrections for truth

A

-correct the truth of what the child says, not the grammar or pronunciation

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15
Q

implicit corrections for truth

A
  • child - bird house

- parent - yes that birds sitting on a nest

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16
Q

sentence frames

A
  • mark off the beginnings of new words
  • capture attention
  • introduce new vocab
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17
Q

example sentence frames

A
  • wheres
  • lets play with
  • look at
  • heres
  • theres
  • thats a
  • here comes
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18
Q

genetics and morphemes

A
  • FOXP2 gene
  • mutated form
  • contribute to language
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19
Q

dialect regions

A
  • eastern new england
  • new york city
  • middle atlantic
  • west pennsylvania
  • appalachian
  • southern
  • north central
  • central midland
  • northwest
  • southwest
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20
Q

african american english

  • optional morphemes
  • owens
A

-possessive ‘s
-if word order indicates possession
get mother coat
it be mothers
-plural -s
-with a number
he got ten dollar
look at the cats
-regular past tense -ed
-might be consonant cluster reduction
yesterday i walk to school
-irregular past tense
-some verbs not others
yesterday i walk to school
-3rd person verb -s
she eat too much
-copula (main verb be)
-if contractible
he sick

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21
Q

spanish influenced english SIE

  • optional morphemes
  • owens
A

-possessive ‘s
-phrase after the noun
this is the homework of my brother
-plural -s
the girl are playing
-regular past tense -ed
-especially when understood from context
i talk to her yesterday
-3rd person verb -s
she eat too much
-articles
-often optional
i am going to store

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22
Q

7 parts of a simple sentence or main clause

timeline

A
  • david crystal 1976
  • LARSP
  • language assessment remediation and screening procedure
  • emergence at 2 - 21/2
  • mastery at 21/2 - 3
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23
Q

7 parts of a simple sentence of main clause

A
  1. subject
  2. main verb
  3. direct object
  4. indirect object
  5. complement
  6. adverb
  7. auxiliary verb
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24
Q

subject

A

the sun

the sun comes out

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25
Q

main verb

A

-predicate
i went to florida
-went - i go

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26
Q

direct object

A

-a thing
he eats dog food
-dog food

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27
Q

indirect object

A

-a person
i give my grandma a birthday present
grandma

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28
Q

complement

A
  • a noun or adjective
  • immediately follows form of copula be or state verb (feels,seems)
  • it is someones birthday party
  • someone
  • it is hard or it is tough
  • hard, tough
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29
Q

adverb

A
  • optional (none, one or several per sentence)

- tells where, how or when (about verb)

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30
Q

auxiliary verb

A
  • a helping verb
  • NOT the main verb
  • we are dancing
  • dancing
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31
Q

development of questions

A

-yes, no and wh-

klima & bellugi 1966

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32
Q

development of questions

early period

A
  • MLU up to 2.0
  • older than 1 year
  • yes/no with rising intonation
  • wh- comprehension
  • understands where, answers what with where
  • wh- production
  • asks where what who
  • puts wh- word at beginning of question
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33
Q

early period examples

A

yes/no

  • fraser where?
  • see hole?
  • sit chair?
  • no ear?

where
-where mama boot?
where kitty?

what
-what that?
what cowboy doing?

who
-who that?

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34
Q

development of questions

middle period

A
  • MLU - 2.0-3.0
  • 2 years old
  • yes/no and wh-
  • auxiliary verb missing
  • negative questions
  • wh- comprehension
  • answers why with what or where
  • wh- production
  • asks why, why not with variety of words
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35
Q

middle period examples

A

yes/no
i have it?
you not want eat?

where

  • where baby sarah rattle?
  • where me sleep?

what

  • what book name?
  • what me think?

why

  • why?
  • why you smiling?
  • why not?
  • why not me drink it?
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36
Q

development of questions

late period

A
  • MLU - 3.5
  • 3 year old
  • asks many more questions
  • auxiliary verbs plentiful
  • does,did,dont,are,will,can,cant
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37
Q

development of questions
late period
yes/no

A

-uses subject-auxiliary inversion
-sometimes wrong auxiliary or main verb form
(errors with number or tense agreement)
-does lions walk (3rd person, singular)
-did i caught it (double past tense)

examples

  • are you going to make it with me?
  • will you help me?
  • cant you work this thing?
  • cant you get it?
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38
Q

development of questions
late period
wh- comprehension & production

A

wh- comprehension
-comprehends greater than variety
-answers when as where
answers how as when

wh- production

  • uses greater than variety
  • asks how, which and some when
examples
what
-what i did yesterday?
-what you have in your mouth?
why
-why he dont know how to pretend?
-why kitty cant stand up?
how
-how he can be a doctor?
-how they cant talk?
which
-which way they should go?

*some when and who

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39
Q

dialects and bilingualism

semantic differences

A
  • alternate words

- idioms

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40
Q

dialects of english vary on a small set of phnemes

A
  • l, r
  • th
  • clusters (blends)
  • vowels
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41
Q

AAVE

A
  • African American Vernacular english
  • common, everyday spoken language
  • more typically spoken by working class and low income backrounds
  • informal situations
  • for social bonds and cultural pride
  • 14% of US black
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42
Q

phonology of african american english

/l/

A
  • help-hep

- bill-biuh

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43
Q

phonology of african american english

/ð/

A
  • they-dey
  • brother - broder,brover
  • breathe - breave, breed, breif
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44
Q

phonology of african american english

/ɵr-/

A

throw-thow

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45
Q

phonology of african american english

/pr-/

A

probably-pobabaly

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46
Q

phonology of african american english

/-ft/

A

-left-lef

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47
Q

phonology of african american english

/-st/

A

-last-las

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48
Q

grammar of african american english

A 
1. pronouns
momma she mad
2. negative
nobody dont never like me
i aint going
3. habitual or general state (invariant "be")
she be working
he be crazy
4. completed action "done"
you done lost your mind
5. future
i be going home to dance tonight
i be home later
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49
Q

spanish influenced english

A
  • Owens 2008 calls this latino english
  • 17% of population in US in bilingual
  • mostly spanish and english
  • 16.3% of US pop is hispanic or latino
  • fastest growing ethnic/race group in US
  • 97-07 grew 56%
  • grew 35% in under 18 years
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50
Q

vowel system in spanish

A
  • spanish has a 5 vowel sysetm
  • mostly the tense vowels of english
  • long vowels not short or lax
  • *except /a/ as in hot
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51
Q

5 spanish vowels

A 
/i/ - see
/e/ - play 
/u/ - tune
/o/ - boat 
/a/ - hot
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52
Q

phonology when spanish influences english

/p/

A

-party-barty

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53
Q

phonology when spanish influences english

/j/

A

-yes-jes

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54
Q

phonology when spanish influences english

/ʃ/

A
  • sheep-cheap
  • washer-watcher
  • wish-which
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55
Q

phonology when spanish influences english

/tʃ/

A
  • chair-share
  • catcher-casher
  • watch-wash
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56
Q

phonology when spanish influences english

/dʒ/

A
  • jump-dump
  • refrigerator - refriyerator
  • bridge - brish
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57
Q

phonology when spanish influences english

/ɵ/

A
  • thin - tin,sin

- bath - bash

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58
Q

phonology when spanish influences english

/z/

A
  • zip - sip
  • razor-racer
  • phase-face
59
Q

phonology when spanish influences english

/ɪ/

A

-bit-beet

60
Q

grammar when spanish influences english

A
  1. negation
    - she no eat candy
    - no throw stones
  2. copula be (occasional)
    - i have ten years
  3. comparative -er
    - he is more tall
61
Q

pragmatic aspects of dialects and bilingualism

A

-may depend on social roles and relative status of men, women and children

62
Q

personal space

A

*opposite expectations
-people stand close during convo
vs
-close being uncomfortable
-convo partners may touch
vs
-touching in convo too personal (sexual)
-touching hair is unwelcome (demeaning)
vs
-touching hair is sign of affection

63
Q

eye contact

A

*opposite expectations
-when listening indirect contact polite
vs.
-when listening indirect contact rude
-show attention and respect
vs
-shows inattention and disrespect
-direct eye contact challenges authority
vs
-direct eye contact shows respect for authority

64
Q

bilingualism

A
  • owens
  • style (or register) shifting
  • due to participants, settling, topic
  • code switching
  • from one language or dialect to another during the same conversation
65
Q

simultaneous bilingualism

A
  • before 3 years

- balanced bilingualism rare (equal proficiency)

66
Q

simultaneous bilingualism

-stage 1

A
  • oller, eilers
  • separate lexicons, an object only has 1 word (from L1 or L2)
  • separate the two phonologies between 24 and 30 months
67
Q

simultaneous bilingualism

-stage 2

A
  • two distinct lexicons, but apply same syntax to both
  • learn the syntax shared between the two languages first, then the distinct syntactic structures
  • among the distinct structure, simple before complex
68
Q

simultaneous bilingualism

-stage 3

A
  • correct semantics and syntax, but still syntactic interference
  • 2% of utterances are mixed in preschool
69
Q

simultaneous bilingualism

-stage 4

A

-spanish-english speaking children usually insert english nouns into spanish utterances
-2 separate languages by 7 years
(second grade)

70
Q

successive acquisition

A
  • L1 spanish (home)
  • L2 american english (with peers, at school, after age 3)
  • by late teens hard to attain native proficiency
  • may be using discourse processing strategies of the native language
  • children have less interference from L1 than adults
  • although interference can occur, <5% of errors with L2 can be traced to L1
  • may take 6 or 7 years to reach cognitive-academic proficiency with L2
71
Q

conclusions

varieties of english

A

-only a small set of sounds vary
/l/ /r/ /th/ clusters and vowels
-phonology, semantics, grammar and pragmatics may vary with dialect
-pragmatics depend on cultural differences
-bilingualism may be simultaneous or more often successive

72
Q

recursive property of language

A

-remember when i said before, “forget what i said before” well forget that i said that, what i said before

73
Q

MLU

A
  • 1.0 - 1 yr - brown I - sem relations
  • 2.0 - 2 yrs - brown II - gram morphs
  • 2.5 - 21/2 yrs - brown III - simple sent
  • 3.0 - 3 yrs - brown IV - complex sent
  • 3.75 - 3 yrs - brown V - join clauses (and)
  • 4.5 - 4 yrs - brown V+
74
Q

preschool and kindergarten child MLU

A

emergence of stage IV
3.0
3 years
complex sentences

75
Q

preschool and kindergarten child:

complex sentences

A
  1. recursive property of language
  2. emergence stage IV
  3. five kinds of clauses
  4. two other advanced structures
  5. classroom language-early grade school
76
Q

five kinds of extra clauses

A
  1. infinitive verbs
  2. coordinate sentences
  3. adverbial clauses
  4. complement clauses
  5. relative clauses
77
Q

five kinds of extra clauses

-infinitive verbs

A
  • and theyre trying to kill ET

- to kill

78
Q

five kinds of extra clauses

-coordinate sentences

A
  • and elliot went there to get the pizza and her still sees that…um ET
  • and
  • but
  • so
  • or
79
Q

five kinds of extra clauses

-adverbial clauses

A
  • and when ET goes to the house Gertie is asleep
  • tell when where how and why
  • triple fro 6 - 12 years
  • triple again from 12 - adulthood
  • though
  • otherwise
  • unless
  • meanwhile
  • before
  • because
80
Q

five kinds of extra clauses

-complement clauses

A

-mental state verb (that) + …
-think
-know
-remember
-feel (sad,upset,grateful etc.)
+ = thought, feeling, opinion, belief, saying
-you are being mean
-matthew is in 6th grade
-i did you a favor
-i cant get a dog for christmas

total=
i think that you are being mean
i know that matthew is in 6th grade
please remember that i did you a favor
i feel sad that i cant get a dog for christmas
81
Q

five kinds of extra clauses

-relative clauses

A
  • and then the doctor that did the operation on him said is he ok
  • that did the operation on him
82
Q

tyack & gottsleben

A
  • stage IV is where a variety of complex sentences begins to emerge
  • then at stage V+ (ages 4.5-6.5) the distribution of types of complex sentences is

MLU 5-6

  • infinitives 45%
  • adverbials 18%
  • coordinates 17%
  • complements 14%
  • relatives 6%
83
Q

advanced syntax

-passive sentence

A

truncated passive (early form)
-matthew was pushed off the slide today (by whom)
full passive (later form)
matthew was pushed off the slide today by his friend hugh

84
Q

advanced syntax

-modal auxiliary verbs

A
  • including catenatives such as hafta
  • and they put the tube in his nose so he could breathe
  • could,might,should,would

-modal verb - permission, possibility, obligation

85
Q

speech of a kindergarten teacher during class

A
  1. these are your groups for today. if you dont listen then you wont know which center to go to
    - to go to
  2. these will only be your groups for today. we will change tomorrow
    - today/tomorrow
  3. what is the first center you go to?
    - you go to
  4. you will stay there until the lights go off
    - until the lights go off
86
Q

conversation repairing and conversational breakdowns

-2 year olds

A

-preschool themes
-positive
-negative
stories
N - 64%
P - 21%

87
Q

conversation repairing and conversational breakdowns

-4 year olds

A
  • schober-peterson & johnson (1989)
  • playing with friends
  • playing with toys and talking

results
-75% of conversational topics were 12 utterances or less
(short to mid length)

88
Q

conversation repairing and conversational breakdowns

  • 4 year olds
  • core topics
A
  1. acting out scenarios (pretend play)
    - partner with same sex
    - gender roles
  2. describing ongoing play with objects
    - eventcast
  • less frequent
  • problem solving
  • reminiscing
  • talking about how to use toy
  • talking about experimental situation
  • asking for specific info
89
Q

conversation repairing and conversational breakdowns

  • 4 year olds
  • topic starters
A
  • getting someones attention
  • getting someone to guess
  • the child discovers something new
  • partners assign role in pretend play
  • partners decide on the theme of their play
90
Q

conversation repairing and conversational breakdowns

  • 4 year olds
  • topic modifiers
A
  • emotional overtone of the convo
  • convincing
  • disputing
  • giving feelings or opinions
  • bragging
  • resulted in longer core topics
91
Q

conversation repairing and conversational breakdowns

  • 4 year olds
  • conversational success
A
  • 2/10 pairs didnt converse well
  • only about 25% of talking was dialogue
  • 1 pair was female-female, other male-male
92
Q

conversation repairing and conversational breakdowns

-9 year olds

A

-schober-peterson & johnson (1993)

93
Q

conversation repairing and conversational breakdowns

  • 9 year olds
  • distribution of topics
A

-classmates/ peers - 17
-sports and hobbies - 12
-activities - 9
-school related/teachers - 9
-parents/siblings/home life - 9
-stories/jokes/dreams - 7
65% of topics

94
Q

conversation repairing and conversational breakdowns

  • 9 year olds
  • examples of topical progressions
  • link by lexical item
A 
-topic 1 
number of candy bars sold
where to buy candy bars
purpose of selling candy bars is to buy pets
where to buy pets
-topic 2
dream about moon trip and moonglow tavern
repairing moonglow tavern
95
Q

conversation repairing and conversational breakdowns

  • 9 year olds
  • examples of topical progressions
  • link by concept,construct,theme
A 
-topic 1
movies
goonies,rambo,ghostbusters,poltergeist
-topic 2
things that happen to head
washing hair and finding a tick
sunburn on scalp
-topic 3
sports
playing baseball
skating
96
Q

conversation repairing and conversational breakdowns

-topics shared or introduced

A
  • brinton & fujiki (1984)
  • 5, 9 & 20 yr olds
  • 3 pairs male 3 pairs female
  • 15 minute convos
97
Q

conversation repairing and conversational breakdowns

-topics introduced

A

topics introduced
5 - 24 range 17-33
9 - 23 range 15-35
20 - 13 range 6-23

98
Q

conversation repairing and conversational breakdowns

-topics maintained

A

topics maintained
5- 79% range 67-96%
9 - 84% range 79-89%
20 - 96% range 89-100%

99
Q

conversation repairing and conversational breakdowns

-mean utterances

A

Mean utterances per topic
5 - 5 SD - 1
9 - 6 SD - 1
20 - 11 SD - 3

100
Q

conversation repairing and conversational breakdowns

-mean topics shaded

A

mean number of topics shaded
5 - 5 range 2-6
9 - 6 range 3-9
20 - 10 range 6-14

101
Q

repair in breakdown of conversations

A 
pattern 1 
a. repeat
b. repeat
c. say something inappropriate
5 - sometimes
7 - never
pattern 2 
a. repeat
b. add info
c. revise syntax
5 - sometimes
7 - often 
9 - very often
102
Q

repair strategy

A
  • provide a cue
  • define a term
  • give background info
  • comment that it is difficult to repair the misunderstanding
103
Q

frequency of cue response to requests for clarification

A

3 - didnt
5 - didnt
7 - what, huh, didnt
9 - huh, what, huge didnt

104
Q

barrier games

A
  • referential communication
  • conversation when there is a barrier between 2 partners
  • partners try to refer to objects clearly, and to communicate info clearly
105
Q

describe farm scenes with barrier between 2 partners

A

-24 pairs
kindergarten - 5
1st grade - 6
2nd grade - 7

child 1 - tells message
2/3 message adequately told by 6 yr olds
(objects > descriptions > locations)
child 2 - confirms understanding
boys > girls 
(but often inappropriately)
child 2 - or requests clarification
boys > girls 
child 1 - clarifies a misunderstood message
all children respond
(but often not informative, boys much more informative than girls)
106
Q

description of nonsense figures

A 
4 - responds to explicit question
can you tell me more
7 - responds to - less explicit question
i dont understand
after 7 - responds to puzzled facial expression
107
Q

preschool and kindergarten narratives

-oral and written stories

A

narratives

  • accounts - diary, personal narrative, autobiography
  • imaginative stories - fiction

storytelling

  • informal - oral tradition, conversational
  • formal - literate tradition, western european cultures
108
Q

preschool and kindergarten narratives

-anecdotes study

A
  • conversation
  • alison preece
  • 3 5 year olds
  • 90 hours
  • 599 stories
  • 50% personal
  • 20% vicarious
109
Q

kindergarten themes

positive and negative

A

positive

  • familiar, everyday experiences
  • sports, school, travel, adventure

negative
-violence, death, dismemberment

110
Q

high point analysis

A

-keith kernan 1977
-introduction
let me tell you
-abstract
we almost drown in LA
-orientation
oh yeah my cousin hes 2 his sisters 6
-complication
and then he start beating her up
-evaluation
heres the scary part
-resolution or coda
thats how they get killed. by going in other peoples business

111
Q

emergence of high points

A 
3 - 1 1/2 components
-intro
-complication
4 - 3 componants
-orientation
5 - all other componants
112
Q

style

A
  • repetition
  • paraphrase
  • exaggeration
113
Q

assessment of narratives

A

mcCabe and rollins 1994
use of personal narratives about unexpected events

3;6 - 2 event 60%
4 - leap frog 29%
5 - end at high point 29%
6 - classic 35%
7 - classic 48%
8 - classic 62%
9 - classic 58%
114
Q

preschool and kindergarten narratives

-anecdotes

A
  • conversational stories
  • family repertoires
  • funny stories
  • gestures
115
Q

kindergarten themes
positive and negative
-video

A
  • two 4 year old girls
  • tell on myself
  • big,big,big sister
  • dad died war
  • shot his hand off
116
Q

kindergarten themes
cultural and socioeconomic differences in narratives
-roadville

A
  • white working class community
  • literature for young children
  • tutorial role in ABC, routines
  • books unconnected to real life (no introspection)
  • must be truthful at all times
  • stories told during convos are monologues told by adults
117
Q

kindergarten themes
cultural and socioeconomic differences in narratives
-Trackton

A
  • black working class community
  • no childrens literature
  • no tutorial role (children learn when ready)
  • stories interpret real life
  • truth may be altered as long as general truth is provided
  • must be assertive to gain the floor (storytelling in groups)
118
Q

topic centered or topic focused stories

A

literate stories

  • westby 1991
  • western european culture
119
Q

topic associated or topic associating stories

A

oral stories

  • michaels 1981
  • african american culture
120
Q

stories vary by culture in

A
  • who can tell them
  • audience participation
  • connection to real life
  • truthfulness
121
Q

metalinguistics

A
  • reading and writing are metalinguistic skills
  • conscious awareness of language
  • easier to judge semantics than syntax
  • easier to judge lang than correct it
  • progresses from 7-11
122
Q

bottom up

A 
reading
decoding
-phonetics
-sound blending
-word attack
language
phonological awareness
-sound of consonants and vowels
-first sound in a wrod
-rhyming words
-number of syllables 
-stress pattern of a word
123
Q

top down

A

reading
comprehension

language
semantics
-words with multiple meanings
-figurative language
-literate language (infrequent words)

syntax

  • complex sentences (subordinate clauses)
  • infrequent sentence types
  • questions (to prove reading comprehension)
124
Q

reading is

A

a secondary use of language

125
Q

nonliteral or figurative language

-idioms

A
  • sayings that many native speaker know and use

- conventional use

126
Q

nonliteral or figurative language

-metaphors

A
  • fresh saying that one person creates on the spot

- creative use

127
Q

US 4th graders

A
  • lose ground

- 10th from 4th

128
Q

becoming a nation of readers study

A
  • richard anderson 1985
  • 2-6 month study
  • spent 2.5% of leisure time reading
  • 10% never read during study
129
Q

time spent independent reading

A

98th - 65 min/day
90 - 20 min/day
average < 5 mins

130
Q

UIUC center for study of reading

A

2nd-5th graders

  • reading 10 min day for fun
  • gain + 15 % points on reading achievement test
131
Q

K - 1st grade reading instruction

A
  • look for picture clues
  • get mouth ready
  • say beginning of sound
  • does it make sense
  • does it sound right
  • skip it and go on
  • look for chunks
  • backtrack. read it again
132
Q

predictible text

A

PM starter one

rigby PM collection

133
Q

dyslexia

A

-frank vellutino 1987
-poor readers in 2-6th grade make
*reversal errors
was - saw
calm - clam
1. copy correctly
2. but say reversed
3. name letters correctly from left to right

134
Q

vellutinos theory

A

-memory problems for “names” of printed words
(a language problem)
-not dysfunction of visual-spatial processing

135
Q

Frith Study

A
  • university college of london 2001
  • no difference in the neurological signature for dyslexia in italy, france and england
  • immense difference in how well the students learned to read their native language
  • PET test
136
Q

neural signature of dyslexia

A
  • three hemisphere systems for typical reading
  • brocas (articulation/word analysis)
  • left parieto-temporal (word analysis)
  • left occipito-temporal (visual word form)
  • in dyslexia over time
  • brocas over activated/enlarged, compensation
  • PT and LOT underactivated, failure to function properly
137
Q

twice as many identified with dyslexia in english speaking countries

A 
-italian 
25 letters or letter combos
to spell 33 sounds
-french
250 letter combos
to spell 32 sounds
-english
1100 ways
to spell 40 sounds
138
Q

dyslexia

-cultural diversity and biological unity

A

-E Paulesu et al 2001

shallow orthography

  • printed words
  • 1 letter for every speech sound, 1 speech sound per letter
  • italian
  • learning to read is easier

deeporthography

  • relation of letters to sounds and vice versa is more confusing
  • 1 letter can have 2 sounds
  • 1 sounds can have 2 letters
  • french, english is worst
  • harder to learn to read
139
Q

elementary school language and writing

-an early period

A
  • prephonetic
  • scribbling and drawing
  • dictated story
  • copying print
140
Q

story grammar

A 
imaginative stories
-setting
-initiating event (problem)
internal response 
plan
-attempt
-consequence (solution)
reaction

=one episode

141
Q

elementary school language and writing

-a middle period

A
  • the alphabetic code
  • semiphonetic and phonetiv
  • asking for dictated spelling
  • sounding out words
142
Q

elementary school language and writing

-later periods

A
  • progression of genres

- hypercorrect writing and vocab

143
Q

hypercorrect writing

A

-rubin 1987
-an unrealistic image of what written language looks like
high school student:
i want a job that have a lot of comprehension and capability
-compensation & capability

144
Q

anguished english

A
  • student compiled papers

- richard lederer

SHS 320 (2 decks)

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