Midterm 2 Flashcards
Beck et al.
Purpose: Bringing words to life is all about learning vocabulary and the methods that achieve that
1) Story context for word reviewed
2) Meaning of word explained in child friendly way
3) Children asked to repeat the word
4) Examples in context
5) Children provide their own examples
Stage Models of Learning to Read
Chall, 1996
Stage 1: Initial Reading (6-7 years) Beginning decoding (associating letters with sounds in words) subs errors Stage 2: Fluency (7-8 Years) Increased accuracy with high Hz familiar words (learning to read) Stage 3: Reading to Learn Read to gain new information Stage 4: Multiple Viewpoints Stage 5: A World View
- Learning to read and then reading to learn
- Grade 4 slump
- Grade 8 cliff
- Occur because not enough vocab for connections and reading comprehension
5 Key aspects of school age language learning
1) Metacognitive skills and metalinguistics
2) Literate or decontextualized language
3) Changes in sources of input
4) Written language
5) Social use of language
3 Features we are interested in for the lexicon
1) Lexical: syntactic, morphological, orthographic, associations, and the pragmatics of a word’s use
2)
Associations between words
1) Coordination (category such as adjective)
2) Colocation (words that are found together)
3) Superordination (words in a hierarchy - sweet food highest in hierarchy)
Vocabulary size is associated with
reading comprehension
Brackenbury
1) Link the phono form with correct meaning
2) Store and organize phono, syntactic, and semantic information in the lexicon
3) Access info efficiently for comprehension and expression
McGregor et al. (2013)
- Breadth and depth
- Showed that for children with language differences, their trajectory is similar, though there is a gap
- Closing the gap is difficult and remains
- Line is parallel and not ‘fan-shaped’
School-age lexicon
- Becomes more specified with greater Tier 2 vocabulary
Nation (2001)
- To read without disturbance you need 15000 to 20000 words
Gray (2005)
Mapping new words
- acquire new phonological strings
- words are linked to others in the lexicon
- linkages are important (lexical network)
- exposure and use matter
Brackenbury & Pye
Children can learn without explicit instruction, but with difficulties learning verbs
Issues:
1) breaking up speech stream to isolate words
2) Holding phonological information in WM
3) Isolating correct meaning to couple in with phonological representation
Assessing receptive vocabulary
1) Static assessment (e.g. PPVT identify picture associate with a word they hear)
2) Dynamic form of assessment (assesses ability to learn new words)
3) Probes for classroom vocabulary
i) instructional vocabulary
ii) textbook vocabulary
iii) Tier 2 and 3 words
Instructional Vocabulary
Children with DLD have difficulties understanding features of classroom instruction
- Spatial (below, south)
- Temporal (before, while)
- Connectives (if, unless)
- Directive
Assessment: observes teacher and give feedback
Textbook vocabulary
High levels of literate language (tier 2 and 3)
Assessment: idetify textbook words, and spelling lists
Intervention: instructional tasks and multiple exposure
