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CDAP 330 LLL > Oral Language Development July 7 > Flashcards

Oral Language Development July 7 Flashcards

1
Q

What are the three areas of oral development

A

Form, Content, Use

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2
Q

What are children with language delay or disability referred to as having?

A

A language impairment

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3
Q

What are the two subtypes of LI and explain

A
  1. Specific Language Impairment: when only language development is affected
    2: Language-Learning Disorder: where LI co-exists with literacy disorder
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4
Q

What are three causes of LI

A

Biological Factors
Cognitive Factors
Behavioural Factors

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5
Q

What are examples of biological factors

A

Family history, genetic risk

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6
Q

What are examples of cognitive factors

A

Neurological structure, information processing, delayed language acquisition, inefficient auditory processing

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7
Q

What are examples of behavioural factors

A

Maternal education, socioeconomic status

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8
Q

What are areas included in form?

A

Syntax, Phonology, Morphology

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9
Q

Explain “Syntax”

A

Syntax: refers to the rule system that governs how words are combined (phrases, sentences etc)

Also specifies word order, sentence organization and relationship between words/phrases/sentences

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10
Q

Explain “Morphology”

A

Morphology: is a way to modulate meaning, convey subtle meaning or serve a specific grammatical purpose through markers
Can alter tense, or durative aspect

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11
Q

Explain “phonology”

A

Phonology: rules that govern the distribution of sound units in a given language or the sequencing of how sounds in a language can be combined

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12
Q

What does form look like in children with a language impairment? (grammar)

A 
Deficits in Grammar are hallmarks
2. Omission of morphosyntactic markers
- where they are obligatory (past tense -ed, third person singular -s, copular form of verb be (am)
3. Deficits in comprehension/grammatical judgment 
- passive construction
- embedded clauses
pronominal references
4. Inconsistent in application 
- they don't completely lack grammar
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13
Q

What does form look like in children with a language impairment? (phonology)

A

Deficits in Phonology

  1. Speech pattern errors or poor phonological awareness
  2. fail to recognize which sounds are important for signalling meaning in language
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14
Q

What area is included in content?

A

Semantics

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15
Q

Explain “semantics”

A 
Semantics: meaning of language 
Includes
- schemas and background knowledge
-vocabulary development
- concept development
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16
Q

What does content look like in children with a language impairment?

A
  1. Impoverished vocabularies
  2. Word retrieval issues
    - uses “umm, ahh” type words
    - vague terms
    - words similar but not as precise
  3. Slow to learn new words
    - need more exposure than those without LI
  4. Fewer semantic features
    - ex may not be able to know one word has multiple meanings (cold)
17
Q

What area is included in use?

A

Pragmatics

18
Q

Explain “pragmatics”

A

Pragmatics: the language”know how”

  • encompasses rules of conversation
  • includes nonverbal behaviours
19
Q

What does use look like in children with a language impairment?

A
  1. Difficulties understanding complex language
  2. Difficulties telling coherent narrative
  3. Difficulties understanding abstract and ambiguous language
20
Q

What/who is a hallmark child with pragmatic difficulties?

A

A child with ASD

21
Q

Why is it important that children in primary grades have syntactic and morphological skills?

A

A shared understanding among speakers of how words should be ordered to create meaning and understanding

22
Q

Why is it important that primary grades have an understanding of semantics?

A 
Sharing information 
Giving and following directions 
Learning new concepts and words related to different curricular areas 
Re telling info from a story or text 
 Using language to predict or infer 
Using language to problem solve
23
Q

Why is it important that primary grades have an understanding of pragmatics?

A 
(what theyre saying) 
- convey a clear message
- beginning and ending a conversation 
- interrupting appropriately 
- when and how to take turns
- how to repair if listener is confused 
(how theyre saying it)
- understanding and using body language
- using appropriate volume, tone, pitch
- using language that is sensitive to the feeling of others
24
Q

Listening from a Kindergarten Student

A
  • follow 1-2 simple directions in sequence
  • listen to and understand stories read aloud
  • follow simple conversation
25
Q

Expression from a Kindergarten Student

A

(8) - understood by most people
- answer simple yes/no questions
- answer open ended questions
- use conjunctions (so, because, if)
- use verbs, third person singular, regular past tense
- retell a story or talk about an event
- participate in conversation
- show interest in and start conversation

26
Q

Listening from a Grade 1

A
  • remember information
  • respond to instruction
  • follow 2-3 step direction in a sequence
27
Q

Expression from a Grade 1

A

(9) - be easily understood
- answer more complex yes/no qs
- tell and retell stories and events in logical order
- expressive vocab (3000-5000)
- express ideas with variety of complete sentences
- ask and respond to “wh” questions
- stay on topic and take turns in conversation
- give directions
- start conversations

28
Q

Listening from a Grade 2

A
  • Follow 3-4 oral directions in a sequence
  • understand direction words
  • correctly answer questions about a grade level story
29
Q

Expression from a Grade 2

A
  • easily understood
  • answer more complex yes/no
  • ask and answer “wh” questions
  • use increasingly complex sentences
  • clarify and explain words and ideas
  • give directions with multiple steps
  • use oral lang to inform, persuade, entertain
  • establish and maintain social status
  • stay on topic
  • open and close convo
30
Q

Listening from a Grade 3

A

Listen attentively in groups

Understand grade level material

31
Q

Expression from a Grade 3

A
  • Speaks clearly
  • answers appropriately to questions
  • participates in conversations and group discussions
  • use subject related vocab
  • stay on topic (+pragmatics)
  • summarize a story accurately
  • narratives contain complete or multiple episodes
32
Q

Listening from Grade 4 and 5

A

Listen to and understand information presented by others
Form opinions based on evidence
Listen and draw conclusions in subject area learning activities

33
Q

Expression from a Grade 4 and 5

A
  • participate in class discussions across subjects
  • use language effectively for multiple purposes
  • narratives include complex, embedded and interactive episodes
  • understand some figurative language
  • give accurate directions to others
  • summarize and restate ideas
  • use subject area info and vocab for learning
  • effective oral presentations
  • good pragmatis

CDAP 330 LLL (3 decks)

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