Language in the School Years

Question 1

By 5 years old

Answer 1

Productive phonology is almost fully developed

Question 2

Language activities-Nursery rhymes

Answer 2

3 year olds who know more nursery rhymes have higher levels of awareness of onsets and rhymes (with IQ and SES removed)

Question 3

Alphabetic language system

Answer 3

Phonemes correspond to letters (phonics)

Question 4

Lexical development

Answer 4

Vocabulary growth continues

-Words learned more internally complex (lead-er-ship)

Question 5

How to test lexical knowledge

Answer 5

Test children on a small sample of words from a dictionary

Multiply by the # known by the proportion of the dictionary in the same

Question 6

Derivational morphology

Answer 6

Affixes, suffixes

• ness. -er
• -Make NEW word

> changes meaning

Question 7

Morphosyntactic development

Answer 7

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

Question 8

Morphosyntactic development

Answer 8

Discourse level-

Question 9

Literacy

Answer 9

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

Question 10

Phonological awareness

Answer 10

Consciousness of and ability to manipulate phonology

>Find rhyming words, or words that share the same phonemes

Question 11

Decontextualized language

Answer 11

Words convey meaning on their own
>No support from nonlinguistic context
>Oral narratives
>Parent-child bookreading

Question 12

Emergent literacy

Answer 12

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

Question 13

Family literacy

Answer 13

Naturally occurring literacy practices at home and community
>Reading labels, signs, Bible
>Newspaper, magazines, books
>Intergal part of how parents earn their living

Question 14

Reading to preschoolers

Answer 14

Strongly predicts learning to read

Question 15

Alphabetic principle

Answer 15

letters correspond to phonemes

Question 16

Phonological recoding

Answer 16

going from letter to sound to word meaning

Question 17

Matthew effect

Answer 17

Individual differences in reading skill increase over time

>More than 1/3 of U.S. children lack basic reading skills

Question 18

Explicit instruction

Answer 18

Phonics approach - Teach children letter-sound correspondences
Whole-word approach - Teach children sight words

Question 19

Whole-language approach

Answer 19

Immerse children in rich, fun, and meaningful literacy environment

Question 20

Reading instruction

Answer 20

> 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

Question 21

Environmental influences…

Answer 21

Environment has more influence over reading than genes

Question 22

Distal factors

Answer 22

Family SES, cultural attitudes

Question 23

Proximal factors

Answer 23

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