Language in the School Years Flashcards
By 5 years old
Productive phonology is almost fully developed
Language activities-Nursery rhymes
3 year olds who know more nursery rhymes have higher levels of awareness of onsets and rhymes (with IQ and SES removed)
Alphabetic language system
Phonemes correspond to letters (phonics)
Lexical development
Vocabulary growth continues
-Words learned more internally complex (lead-er-ship)
How to test lexical knowledge
Test children on a small sample of words from a dictionary
Multiply by the # known by the proportion of the dictionary in the same
Derivational morphology
Affixes, suffixes
- ness. -er
- -Make NEW word
> changes meaning
Morphosyntactic development
Sentence-level:
>By 5 years, senteces are no longer missing grammatical morphemes and all elements of complex sentences are used.
>After 5 years, sentences become longer and structurally more complex
-more frequent use of complex structures (e.g., subordinate clauses
Morphosyntactic development
Discourse level-
Literacy
Ability to read and write Unlike oral language, requires deliberate instruction and is not "natural" or easy to acquire Literacy builds oral language skills -Phonological skills -Vocabulary
Phonological awareness
Consciousness of and ability to manipulate phonology
>Find rhyming words, or words that share the same phonemes
Decontextualized language
Words convey meaning on their own
>No support from nonlinguistic context
>Oral narratives
>Parent-child bookreading
Emergent literacy
What pre-literate children know about literacy
>That words and stories are in the pring*? (not the pictures)
>The print on signs contains information
>Scribble-writing
Family literacy
Naturally occurring literacy practices at home and community
>Reading labels, signs, Bible
>Newspaper, magazines, books
>Intergal part of how parents earn their living
Reading to preschoolers
Strongly predicts learning to read
Alphabetic principle
letters correspond to phonemes
Phonological recoding
going from letter to sound to word meaning
Matthew effect
Individual differences in reading skill increase over time
>More than 1/3 of U.S. children lack basic reading skills
Explicit instruction
Phonics approach - Teach children letter-sound correspondences
Whole-word approach - Teach children sight words
Whole-language approach
Immerse children in rich, fun, and meaningful literacy environment
Reading instruction
> Phonics instructions is important for children who are at risk for reading failure
Children who have mastered phonics may benefit from spending time instead on whole-language
Environmental influences…
Environment has more influence over reading than genes
Distal factors
Family SES, cultural attitudes
Proximal factors
Language and literacy experiences that are in direct contact with the child.
>Lower-SES moters talk less to their children and use shorter sentences with a more restricted vocab
>Reading to preschoolers and adult modeling book reading more common with higher SES
>Mismatches between school and home English
