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Fall '12- Lang Dev FINAL > Lecure 10/17 & 10/22 > Flashcards

Lecure 10/17 & 10/22 Flashcards

Language & Literacy During the school years & beyond PPT

1
Q

Development in related domains…

When do children express own feelings and empathy for others’ feelings?

A

6 years

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2
Q

Development in related domains…

When is the onset of puberty?

A

Around 12 years

  • voice changes
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3
Q

development in related domains…

When does increase abilities in abstract reasoning and problem-solving occur?

A

14 years

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4
Q

Research

What does Burke, 2012 say about poverty and increasing academic skills

A
  • US ranks 4th in world for per-pupil spending
  • However, we are much lower than other countries in math and reading
  • American 15 year olds middle zone in reading, near the bottom in math, falling behind Estonia and Slovenia
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5
Q

Development of language skills: semantics

How many words can a first grader understand?

A

20,000

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6
Q

Development of language skills: semantics

How many words can a 6th grader understand?

A

50,000

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7
Q

What is horizontal development?

A

process of associating additional features with a word

e.g., “father” originally referred to the child’s dad
Now, he knows that other children have fathers, and maybe he even calls God “Father”. Catholic– priest is called “Father”

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8
Q

What is Vertical development?

A

Learning multiple meanings of words

  • “rock” can mean different things
  • “pound” can also mean different things
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9
Q

What is thematic organization?

A

Themes

Used early in life. It is based on associations that relate words to some integrated context in which they are experienced as a whole

e.g., slide…goes with playground, swings, sandbox, friends, recess

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10
Q

What is taxonomic organization?

A

Categories (overall labels)

later in school years. Based on associations or classifications in which items share features that define them as a class

e.g., cake…the student would categorize this as a dessert and give related items like cookies, ice cream, pie

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11
Q

what are divergent semantic production?

A

clinician gives a word, student thinks of a variety of words to go with it

e. g., what goes with firetruck?
- hoses, ladders, sirens, smoke, flames, firemen

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12
Q

what is convergent semantic production?

A

production of a specific word is prompted by other words that point to it

e.g.,
Clinician: “listen to these words: smoke, alarm, siren, flames hoses, ladders…what word does all this make you think of?”

Student: A firetruck

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13
Q

What is important for academic success?

A

Convergent and divergent semantic production

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14
Q

What is topic shading?

A

a subsequent utterance maintains one aspect of the previous utterance but shifts to a related topic

- you subtly change the subject
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15
Q

What happens if a children doesn’t have good pragmatics?

A

they can become bullies
they can get rejected
They can be depressed
They can be angry

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16
Q

Research

ASHA school conference 2012, Pamela Wiley, in middle school said…

A
  • Children look for peer support
  • increased social pressure
  • children more independent, less reliant on family
  • struggle with social expectations
  • increase emphasis on superficial qualities
  • social hierarchies
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17
Q

What is teacher language?

A
  • diminished presupposition (less background explanation): teachers assume children know a certain body of knowledge
  • Highly decontextualized, addressed to group
  • may be directed to the whiteboard or overhead, not to kids
  • may be very fast
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18
Q

What is expository?

A

Relatively structured information presented in a logical and tutorial manner

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19
Q

Research

What did Paul and Norbury 2012 say about hidden curriculum?

A
  • Classrooms have an I-R-E format: teacher initiates, children responds, teacher evaluates
  • Students who don’t adhere to this IRE format are often considered rude, unwilling to learn
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20
Q

What is textbook language?

A

Text grammer

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21
Q

Research

Who spoke about Tier 1, tier 2, and tier 3 words?

A

Justice, 2012 (ASHA Schools Conference)

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22
Q

What are tier 1 words?

A

very common, usually learned without direct teaching

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23
Q

What are tier 2 words?

A

High frequency vocab for mature language users (language of books)

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24
Q

What are tier 3 words?

A

Highly specialized (e.g., anatomy, math)

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25
Q

Why do we need to teach tier 2 words?

A
  • because they go across the curriculum

e. g., function, constitute, correlate, imply, relatinoship

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26
Q

What are plots?

A

central organizing themes of stories, and include story setting and story episode

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27
Q

What are unfocused chains?

A

events and elements of the story relate to each other, but are not well organized under an overall plot

28
Q

what are focused chains?

A

these have central characters and true sequences of events, but not the characters’ internal plans or intentions

29
Q

How old are students when they use unfocused chains?

A

5 years old

30
Q

how old are students when they use focused chains?

A

9 years old

31
Q

what are complete narratives? And when are they used?

A

characters complete their goals. They are used after focused chains

32
Q

what are complex narratives?

A

many subplots

33
Q

when do children use complex narratives?

A

In their adolescent years

34
Q

What is segmentation?

A

speakers analyze stream of language into linguistic units such as phonemes, syllables, words

35
Q

What is figurative language?

A

consists of utterances that convey meaning by suggesting a connection between two contexts that share features or relationships

36
Q

Research:

What did turnbull & justice 2012 say about figurative language?

A

People use figurative language to evoke mental images in the minds of their listeners or to emphasize something in an interesting way

37
Q

what are types of figurative language?

A
  • similes
  • metaphors
  • idioms
  • proverbs
38
Q

What is a proverb?

A

Short, analogous statements that express advice or truths

e.g., don’t put all your eggs in one basket

39
Q

what is a simile?

A

Directly states an analogous relationship

e.g., “your lips are like pedals- bicycle pedals”

“your teeth are like stars- they come out at night”

” She’s as light as a feather”

40
Q

What is a metaphor?

A

Implies an analogous relationship

e.g., love is a rose
He’s a bull in a china shop
she’s a kid in a candy store

41
Q

What is ambiguity?

A

two or more interpretations are possible for the same utterance

e.g., “the man saw the girl looking through the telescope”

” she’s looking blue”

” I could use some change”

42
Q

What is word awareness?

A

Understanding that referents can have multiple names

e.g., a small container we drink liquid out of= a glass, cup, or mug

43
Q

What is literacy?

A

Ability to communicate through visual symbols

44
Q

What are foundational skills?

A
  • oral lang development
  • metalinguistic abilities
  • exposure to literacy before kindergarten
45
Q

Research

What did Joffe & Black, 2012 research show in Language and communication disorders in adolescence?

A

adolescents with low academic and language performance were vulnerable to social, emotional, behavioral difficulties

46
Q

What is bottom-up model?

A

in early stages, associated with the phonics approach

47
Q

What is top-down model?

A

In later state- extract meaning from text- associated with the whole language approach

48
Q

How old are ch when they begin precommunicative spelling scribbles?

A

3-5 years

49
Q

How old are ch when they begin semiphonetic spelling?

A

5-6 years

50
Q

What is semiphonetic spelling?

A

Children recognize that symbols represent sounds, though entire words may be represented by 1 or 2 key letters

e.g., My dog’s name is Cocoa
MI DG NM Z KO

51
Q

How old are ch when they begin phonetic spelling?

A

6-7 years

52
Q

What is phonetic spelling?

A

ch begin to symbolize all sounds

53
Q

How old are ch when they begin transitional spelling?

A

7-8 years

54
Q

What is transitional spelling?

A

ch spell pretty well, but may still show reversals (e.g., ried/ride)

55
Q

How old are ch when they being conventional spelling?

A

8 years

56
Q

What is conventional spelling?

A

Rules for mature spelling consistently applied

57
Q

Research

What did Dodd & Carr, 2003 find with low income children and Pre literacy skills?

A
  • Research in U.K.
  • performed significantly worse in pre-literacy tasks than middle- income children
  • Tasks included letter- sound knowledge and letter reproduction
58
Q

True or false

Socioeconomic status has a definite impact on pre-literacy and literacy skills, with low0 income children coming to school with much less preparation in these areas

A

True

59
Q

What tool can be used for students with difficulty in fine motor and writing skills?

A

Handwriting without tears

60
Q

What does picture walk help with?

A
  • enhance students phonological awareness skills
  • help students track
  • help with reading comprehension
61
Q

What are some changes across the life span?

A
  • lose hearing
  • develop additional registers, or styles of communication
  • add to vocabulary
  • decline in word retrieval skills; use of more general rather than specific terms (e.g., dog/border collie)
62
Q

What are 3 nonlanguage cognitive abilities that impact language for older people?

A
  1. Inhibition
  2. Speed of processing
  3. working memory
63
Q

What is inhibition?

A

ability to ignore irrelevant stimuli decreases with age (people get distracted more easily)

64
Q

Research

What does Owens 2012 say about what declines with aging and what is it related to?

A
  • oral and written language comprehension
  • understanding syntactically complex sentences
  • inferencing
  • Related to 2 things;
    • overload
    • decrease speed of processing
65
Q

Research

What did Berko Gleason & Bernstein Ratner 2009 say re older people and difficulties with names?

A
  • difficulty remembering the names of things

- difficulty with confrontation naming

Fall '12- Lang Dev FINAL (8 decks)

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