Final Quizzam Flashcards
School Age Miles Stones - Lang source shift
8-10y gain M lang input
via text
* Lang learning M individualized
* Reading helps dev phonological, semantic, and pragmatics of oral language
* Reading allows review and active word thought
School Age Miles Stones - Acquisition of metalinguistic competence
Ability to think about and analyze lang as object in attnt
-Phonological awareness
*Later-dev abilities - blending and segmenting, and manipulating sounds
*Ability to segment words into onset-rime segments and
individual phonemes related to spelling and reading
School Age Milestones - Figurative Lang
Metaphors
-Similarity btwn 2 things by stating they are the same
-Topic/target compared (ground) to vehicle/base
EX heart of gold
School Age Milestones - Similes
Contains topic, vehicle, & ground
-Comparison using “like
or as”
-Ability to understand & produce similes and metaphors related to measures of general COG, lang, and acdec achievement
EX as busy as a bee
School Age Milestone - Hyperbole
Exaggeration for emphasis or effect
EX Cost an arm and a leg
School Age Milestone - Idioms
Expressions containing a literal and figurative meaning
EX no use crying over spilled milk
School Age Milestones - Irony and Sarcasm
A speaker’s intentions differ from the word’s literal meaning
-Irony: Unmet general expectations that are not the fault of an individual
EX marriage counselor gets a divorce
-Sarcasm: Refers to a specific individual’s failure to meet an expectation
EX Disorganized group being on top of things
School Age Milestones - Proverbs
Statements expressing the conventional values, beliefs, and wisdom of a society
-Diff to master
-Comm functions:
*Commenting
*Interpreting
*Advising
*warning
*encouraging
-Presence of a supportive linguistic ENV can facilitate understanding of proverbs
-Understanding proverbs correlated w/ math and lit success
EX Can’t have your cake and eat it too
Complex syntactic dev
-Dev advanced grammatical structures mark a “literate” lang style
-Examples
*Noun phrase postmod w/ past participles (a dance called the waltz)
-Complex verb phrases using perfective aspect
(Stephanie has arrived from Vancouver)
-Adverbial conjunctions (only, consequently)
Form, Content, and Use Major achievements - School Age & Beyond
-Dev complex syntax is related to caregivers’ syntax complexity
-kids use complex syntax in writing (particularly persuasive writing)
-Adolescents participating in narrative task involving listening to fables and retelling them show INC syntactic complexity VS in conversation
Form, Content, and Use Achievements - Lexical development
-By HS grad vocab ~60,000
words
-Contextual abstraction: Using context clues in spoken and written forms to determine meanings of unfamiliar words
-Pragmatic inferences
*Bring one’s pers world background knowledge to the text
-Logical inferences
*Use only info text provides and are M diff to make VS pragmatic inferences
Form, Content, and Use Achievements - Understanding many meanings
-Give many definitions for words w/ many meanings
-Diff understand 2nd meaning w/ lil to no relation to primary/1st
-Need lexical & metalinguistic know.
Form, Content, and Use Achievements - Understanding lexical & sentential ambiguity
Lexical ambiguity - For words/phrases w/ multiple meanings
Homophones
Sound alike w/ different
meanings
-spelled diff = heterographs
Homographs
Spelled same w/
diff meanings;
-Sound diff = heteronyms or heterophones
Form, Content, and Use Achievements - Lang Use
-Functional flexibility - Ability to use lang for a variety of comm purposes or functions
-School-age children must be able to:
*Compare and contrast
*persuade
*hypothesize
*explain
*classify
*predict
Form, Content, and Use Achievements - School kids INC persuasion skills
-Adjust to listener characteristics
-State adv as why comply
-Anticipate and reply to counterarguments
-Use + strategies (politeness) and bargaining to INC compliance
-Avoid - strategies (whining and begging)
-Generate a large number and variety of arguments
-Ctrl discourse assertively
Form, Content, and Use Achievements - Gradual INC of convo skills
-Stay on topic longer
-Make a larger number of relevant and factual comments
-Shift smoothly from one topic to another
-Adjust content and style to listener’s thoughts and
feels
-More adept at detecting convo breakdowns and repairing them
Form, Content, and Use Achievements - Narrative Dev
-Kids learn to move FWD and
BWD in time as they narrate
-Begin to describe other’s P&M states and motivation for actions
-Narratives grow to include multiple episodes (a P and things solving it)
Grapheme Correspondance
50% of Engl vocab spelled w/out errors
* 36% spelled w/
one error
* 14% spelled w/
2+ errors
Literacy Stages
0) Prereading
1) Decoding
2) Automaticity
3) Read to learn
4) Read for ideas
5) Crit reading
Lit stages 0 & 1
0) Prereading - Lit SOC
1) Decoding - Phonological Analysis and segmentation
synthesis in single words
Lit stages 2 & 3
2) Automaticity - Fluent reading; INC reading comprehension resources
3) Reading to Learn - More complex comprehension
Lit Stage 5 & 6
4) Reading for Ideas - Recognize diff POV, inferencing
5) Critical Reading - Synthesis of new knowledge, critical
thinking
Word Recognition and Comprehension Graph
Dyslexia: INC comprehension, DEC recognition
Skilled Reader: INC comprehension and recognition
Fluent reader w/ poor comprehension: INC recognition, DEC comprehension
Struggling Reader: DEC recognition and Comprehension
Dyslexia
Specific learning disability w/ neurobiological origin
-diff w/ accurate and/or fluent word recognition and poor spelling and decoding abilities
-typically result from deficit in the phonological component of lang, unexpectedly relating w/ COG abilities and supplied effective classroom instruction
-2nd consequences:
*problems in reading comprehension
*reduced reading exp impeding of vocab and background knowledge growth
Skilled Reading and Spelling “strands”
Skilled reading - Fluent execute & Coordinate word recognition & text comp
-Lang comprehension:
*Background know
*Vocab know
*Lang structure
*V reasoning
*Lit Know
-Word recognition
*Phonological awareness
Phonological Awareness Hierarchy INC w/
-Phoneme manipulation, addition, segmentation, blending, & ID
-Syllable deletion, segmentation, and blending
-Word segmentation to sentences
-Production and discrimination of rhyming words
Decoding involes
-Print awareness
-Grapheme-phoneme correspondence
-Blending sounds
-Mapping those sounds to a word
Decoding: Rule combo letters
-Some sequences always happen
* Kween for queen, Q needs a U
-Some sequences never happen
* Ending a word with a single /z/ or doubling /q, v, w, x or y/
-Some sequences are position specific
* Rock is ok but ckow is not
Phonics
Programs teach sound symbol correspondence based on alphabet sequence and then teaches the orthographic rules
-Letter’s name & sound not same
Decoding: Patterns
-Should be taught over rules
-Word sets can find similarities btwn sounds & analyze patterns
-INC generalization
-Hands on, multisensory
*Speech
*Writing on board
*Manipulatives
*Hand gestures
Prealphabetic Learner Skills to Target
- Upper and lowercase letters
- Segmenting 2-3 phoneme words
- Write letters in name
- Move finger under spoken word
- Letter: sound correspondence for vowels
- A few high frequency sight words
- Primer books
- Theme-related activities
Early alphabet phases
“Learning how to read”
* Reading fluency: auto recognize whole words
* Start w/ words that are phonetically transparent = decodable text
* Skills focus on:
-Alphabet sequence
-Blending, segmenting, manipulating words with 3-4 sounds
-Position based phonemes and double letters
-Use decoding for reading in context
-Write complete sentences
-Rapid recognition of whole words
Later alphabet phases skill focus
-Vowel teams, diphthongs
-Understand and use prefixes and suffixes
-Compounds words
-200-300 sight words
-Read several short chapters
Dialog Reading: Prompt: Completion, recall, and open-ended
Completion - Adult leaves “blank” at sentence end
Recall - Adult asks Q about even or main ideas
Open-ended - Adult encourages kid to describe scenario
Dialogic reading: Prompt: Wh-Q, Distancing
Wh-Q - Adult ask who, what, where, when, and why about story
Distancing
Dialogic Reading: Eval, expand, and repeat
Eval - praise correct/incorrect responses
Expand - INC kid’s response by restating & adding info
Repeated - Ask kid repeat expansion
Beyond Decoding Skill focus
-Background Knowledge: domain specific vocab and information
-Fluency: Reading connected text rapidly and smoothly and automatically with
little conscious attention
-Comprehension: Understand, drawing inferences, recalling, summarizing, paraphrasing, acquiring new information
-Spelling: The phonological and orthographic skills that enable alphabetic
representations of words
-Writing: Planning, production, and editing of written texts
