Preschoolers Flashcards
Free morphemes
can carry morpheme can carry meaning on its own and does not require a prefix or suffix to give it meaning
Derivational morphemes
Morphemes combine with a limited subgroup of free morphemes or with derivational morphemes to create a “new” word or change the meaning of a word or change the form-class of a word
Inflectional morphemes
morphemes create a variant form of a word in order to signal grammatical information without changing the meanings of words.
Under-segment
the child does not break the word or phrase into enough morphemes
contextualized language
related to immediate context;
Decontextualized language
related to objects, experiences, or ideas that are not in the immediate context. May be related to a previous experience related to the current experience.
slow mapping
refining understanding and use of new words w/ repeated exposures in various contexts
1 stage of learning a word (Dale)
- No knowledge of the word
2 stage of learning a word (Dale)
- Emergent knowledge = Heard it before but doesn’t know what it means
3 stage of learning a word (Dale)
- Contextual knowledge = recognizing the word in context
4 stage of learning a word (Dale)
- Full knowledge = knows the word with or without context (extended mapping)
What are Dale’s 4 stages of learning a word?
- No knowledge of the word
- Emergent knowledge
- Contextual knowledge
- Full knowledge
Deictic
depend on location of a
speaker and listener; here, this, there,
that
Interrogatives
words for questions:
what, where, who, which, etc
Temporal
words related to order of
events; before, after, since, until
Locational Prepositions
describe
spatial relations; under, next to, on
Theory of Mind
The ability to understand one’s own mental or emotional state and understand how one’s actions effects other’s emotions.
False belief
Something can be true but someone might believe something different (theory of mind)
Narrative
Spoken or written description of a real or fictional event
Around what age do true narratives develop?
about 4
Sub-lexical Level Literacy
-Alphabetic Principle
-Print Concepts
-Phonological awareness
-Oral Language
Lexical Level Literacy
-Decoding (phonics)
-Multisyllabic word reading
Discourse Level Literacy
-Reading comprehension
-Spelling and writing
-vocabulary
-fluency
When does Emergent Literacy take place
-Develops from birth and goes through kindergarten
-Before formal education in reading
Literacy Artifacts
Tangible items associated with reading and writing:
-Books
-digital devices with written content
-pencils/crayons
-paper
-signs
-labels
Literacy Events
-Interactions or activities where literacy is the focus
-Helps them understand how written language works and connects to spoken language
Literacy Knowledge
Refers to understanding and awareness of the various components of literacy that children acquire over time
Emergent Literacy
Includes precursor skills/knowledge that are necessary for children to later develop formal reading skills
Print Concept Knowledge
Conventions= organization of print
Functions= carries meaning
Uses= reading & writing (grocery list, signs)
Phonological Awareness
(Phonemic Awareness)
Sensitivity to and manipulation of units of sound
Examples of Phonological Awareness
Deletion
Blending
Segmenting
Counting
Substitution
Oral Language
Receptive and Expressive Language
Vocabulary Knowledge
How can adults facilitate emergent literacy skills?
-Point out environmental print and letters
-Have various literacy opportunities available
-Participate in regular shared readings
-Use interactive shared book reading strategies
-Sing songs, nursery rhymes, finger plays
-Provide opportunities to scribble & draw
Phonological Processes
Patterns of sound errors that typically developing children use to simplify words while they are building speech and language skills
What are the 3 categories of phonological processes?
Substitution
Assimilation
Syllable Structure
Substitution
Substituting one sound for another to make the production of a word easier
“weed”=read
Assimilation
Sounds change related to one sound or syllable influencing the other sound or syllable within a word
“dod”=dog
Syllable structure
sound changes that result in sounds or syllables being reduced, deleted, or repeated
“bah-fly” = butterfly
Fronting (type of substitution)
When velar or palatal sounds like /k/ /g/ and sh are substituted with alveolar sounds like /t/ /d/ and /s/
gliding (substitution)
when /r/ becomes and /w/ and /l/ becomes a /w/ or y sound
stopping (substitution)
when a fricative (like /f/ or /s/) or affricate (ch,j) is substituted with a stop consonant like /p/ or /d/
vowelization (substitution)
When the /l/ or er sounds are replaced with a vowel
Deaffrication (subsitution)
When an affricate like ch or j is replaced with a fricative or stop like sh or /d/
Cluster Reduction (syllable structure)
When a consonant cluster is reduced to a single consonant
Final consonant Deletion (syllable structure)
when the final consonant is a word is left off
Epenthesis (syllable structure)
when a sound is added between two consonants typically the uh sound
When do most child eliminate their use of phonological processes?
5-6 years of age (usually at the end of preschool and the beginning or kindergarten)
Phrase
2 or more words include a subject or verb “big boy”
Clause
2 or more words with a subject and verb “big boy eat”
Sentence
clause that is structurally complete
simple sentences
a sentence with only one clause with a subject and verb; a complete thought
Complex sentence
consist of an independent clause with a dependent clause
Compound sentences
two basic sentences linked together by a conjunction
copulas
“linking verbs”; links subject to an adjective or noun
Auxiliaries
“helping verbs” accompanies a main verb; add grammatical meaning
