Professional Communication Flashcards
What is the Pre-alphabetic Phase?
Phase 1: reading Development
Typical in preschool and kindergarten children with little or no alphabetic knowledge.
Recognise some words as pictures.
Uses visual cues like pictures, symbols, and logos to recognise words.
What characterizes the Partial Alphabetic Reading phase?
Phase 2: Reading Development
- Typical Kindergarton children and early readers
- Emerging use of grapheme-phoneme connections
- Phonetic cue reading incomplete or unreliable
Often involves using first letter sound and context to guess words.
What skills are important in Partial Alphabetic Reading?
Phase 2: Reading Development
Phonological and phonemic awareness skills
These skills support emerging reading abilities in early readers.
What defines Full Alphabetic Reading?
Phase 3: Reading Development
Complete connections between letters and sounds = improved novel word reading
Text reading is still laborious and slow
Involves segmenting words into all sounds + developing ‘sight words’.
What is a characteristic of the Consolidated Alphabetic Reading phase?
Phase 4: Reading Development
Familiarity with letter patterns and grapheme-phoneme correspondences
Reduced memory load for storing sight words
Recognises bigger chunks like consonant blends, morphemes, syllables, onsets, rimes.
What occurs in the Automatic Phase of reading development?
Phase 5: Reading Development
Proficient word reading with high automaticity and speed
More attention to comprehension
Involves using multiple strategies for identifying unfamiliar words.
Define Orthographic Mapping.
Connection-making process for creating sight words
Reduces cognitive and memory load; requires 4 to 14 exposures for new word recognition.
List the four methods of Word Recognition.
- Decoding
- Sight Words
- Analogy: using known words with similar spelling patterns
- Predicting: using contextual information and initial letters
Each method supports different aspects of reading comprehension and fluency.
What is Decoding in the context of Word Recognition?
Applying word attack skills to read unfamiliar words
Essential for developing reading strategies.
What are Sight Words?
aka: high frequency words
Recognising commonly used words and recognised instantly by sight
Important for reading fluency.
What does the Analogy method involve?
Using known words with similar spelling patterns
Helps in predicting the pronunciation of unfamiliar words.
What is the Predicting method in Word Recognition?
Using contextual information and initial letters
Supports comprehension by anticipating word meanings.
Fill in the blank: The Pre-alphabetic Phase is typical in _______ and _______ children.
preschool, kindergarten
This phase is characterized by limited alphabetic knowledge.
True or False: In the Full Alphabetic Reading phase, reading is still laborious and slow.
True
Despite improved skills, reading can remain slow as fluency develops.
What is a key feature of the Automatic Phase?
More attention to comprehension
As word reading becomes more automatic, readers can focus on understanding the text.
What is phonics?
Spoken language is represented by symbols (letters).
Before children begin reading words, they must first learn the relationship between sounds and letters in order to read (grapheme to phoneme correspondence) and spell (phoneme to grapheme correspondence).
we have 44 sounds
Phonics is this relationship between the 26 letters of the English alphabet and the 44 speech sounds
What is decoding?
Decoding basically refers to the need to “sound out” a word.
Once children are able to map letters to corresponding sounds, they begin the process of decoding
‘dog’ and sounding this out as /d/ /o/ /g/ before saying /dog/.
At around 12 months, children have entered the
locutionary stage of language development
meaning they can produce an utterance that has meaning and intent
From 12 months – 18 months children typically acquire
50 words in their spoken lexicon/vocabulary
What age does a childs receptive language precede their expressive language in the initial lexicon
From 12 months – 18 months
means children can understand many more words than they can produce
From 12 months – 18 months the majority (60-65%) of first 50 words are
Nouns
From 12 months – 18 months how do children learn so many new words?
fast mapping or “quick incidental learning (QUIL)
For example, if a child hears a new word, such as “ball,” in the context of a game of catch, they will make an association between the word and the object, even if they do not have a complete understanding of its meaning.
Underextensions refer to
a child’s use of a word in a more restricted way than its conventional meaning
For example, a child may use the word “dog” to refer only to their own pet, rather than to all dogs in general.
Overextensions refer to
a child’s use of a word in a broader way than its conventional meaning
For example, a child may use the word “dog” to refer not only to dogs, but also to other animals, such as cats or rabbits. It is showing that the child’s language is developing, as they can associate the word with the semantic features of other items
What is the mean length of utterance measured in morphemes (MLUm)
the average number of morphemes in an utterance.
it gives important information about a child’s expressive language skill
Requesting action
9 early vocal-gestural intensions, also known as primitive speech acts
Attends to object or event; addresses adult; awaits response; most often performs gesture
Protesting
9 early vocal-gestural intensions, also known as primitive speech acts
Attends to adult; addresses adult; resists or denies adult’s action
Requesting answer
9 early vocal-gestural intensions, also known as primitive speech acts
Addresses adult; awaits response; may make gesture
Labelling
9 early vocal-gestural intensions, also known as primitive speech acts
Attends to object or event; does not address adult; does not await response
Answering
9 early vocal-gestural intensions, also known as primitive speech acts
Attends to preceding adult utterance; addresses adult
Greeting
9 early vocal-gestural intensions, also known as primitive speech acts
Attends to adult or object
Repeating
9 early vocal-gestural intensions, also known as primitive speech acts
Attends to preceding adult utterance; does not address adult; does not await response
Practising
9 early vocal-gestural intensions, also known as primitive speech acts
Attends to no specific object or event; does not address adult; does not await response
Calling
9 early vocal-gestural intensions, also known as primitive speech acts
Addresses adult by uttering adult’s name loudly; awaits response
receptive language development by 18 months:
responds to some questions e.g., “What doing?” “Where…”?
follows one stage commands with two linguistic elements e.g., “Throw the ball”
Receptive language development by 24 months:
- responds to some questions e.g., “What doing?” “Where…”?
- follows one stage commands with three linguistic elements e.g., “Give me the car and the spoon.”
- can follow directions that involve prepositions “in” and “on”
Receptive language development by 3 years
- follows two stage commands containing four linguistic elements e.g., “Give me the spoon and push the car.”
*understands some simple wh- questions
Pre-literacy development 1-2 years
Enjoys looking at picture books and being read to
“Requests” to be read to by gesture / handing adult a book
Points to and identifies some familiar items in books with adult support
Pre-literacy development 2-3 years
- Routinely shares books with adults
- Asks for favourite stories
- Looks through book alone and pretends to read
- Recognises pictures in books are symbols for real items
- Matches an object to a picture of the book
- Names familiar items in a picture book
- Completes rhymes or sentences in familiar books
- Starts to pay attention to specific print, i.e., letters of their name
As children’s production and use of speech sounds becomes more adult-like, their intelligibility ….
increases - how well they can be understood
Intelligiblity from 19-24 months
children are 25-50% intelligible to unfamiliar listeners
Intelligiblity from 2-3 years
they are 50-75% intelligible to unfamiliar listeners
Speech development 1-2 years:
Children have developed jaw control for speech by about 15 months
Fine motor lip and tongue control for speech continues to develop, so what we see is individual sounds are produced variably even within the same word
Can usually use consonants ‘p, b, t, d, m, n, w’ and sometimes ‘h’
At this age, children usually use simple word structures - so we more typically see single syllable words and phonotactic errors such as reduplication (doggie>/gogi/) and final consonant deletion
Use mostly simple vowels like ‘ee’ and ‘ah’
Commonly use a range of phonological processes
Speech development 2-3 years:
- Still mostly single syllable words (only about 12% of words have more than 1 syllable)
- Add new consonants ‘k, g, ng’
- Use 9-10 initial consonants and 5-6 final consonants
- May start to use consonant clusters e.g., ‘pw_, _ts, _nd’
- Extended vowel range e.g., use short and long vowels
- Will stop using phonological processes of **
** Final consonant deletion (about 2 years)
**Reduplication (from 2-2.5 years)
**Voicing (at about 2 years, 11 months)
Fluency refers to the
smoothness and ease with which a person produces speech
From around 25-37 months years of age, it is typical to see children go through
Fluency speech
a period of disfluent speech
At 2 years of age, disfluencies are commonly
Fluency speech
whole word repetitions (e.g., “I-I-I want”, interjections (e.g., “um”), and syllable repetitions (e.g., “I like foo-football”).
At approximately 3 years of age what are the most dominant disfluencies
Fluency of speech
revisions (e.g., “I want-I need that”)
A large percentage of children will grow out of these normal disfluencies, but a small percentage will not, and may also start to develop ‘stuttered’ disfluencies, such as sound repetitions (e.g., “p-p-p-pail”), prolongations (e.g., “ssss-snail”) and blocks (e.g., “g_irl”).
From 3 years of age, children continue to develop their ability to understand and use a range of question words
Interrogative development
2-5years
There are five stages of phonological awareness development:
5-7 years
here are five stages of phonological awareness development:
Stackhouse and Well’s (1997) speech processing model is a great way to conceptualise communication in both children and adults. By speech processing, we mean how the brain processes spoken language.
Input
output
Lexical Representations
Lexical representations are
speech processing model
Lexical representations - internalised knowledge of the linguistic information. This includes knowledge about:
The sounds in words (knowing that ‘cat’ is different to ‘pat’)
The semantic representation (knowing the word ‘cat’ means a pet, that says meow, and has four legs and a tale)
The motor program (knowing how to say the word ‘cat’ and not having to think about it every time it is produced)
Input is
speech processing model
receiving linguistic information through hearing and then being able to process what sounds are heard (hearing the word ‘cat’ and being able to know these are speech sounds ‘c’ ‘a’ and ‘t’)
Output it
speech processing model
producing words through the mouth. This involves sequencing the sounds in cat and saying them.
Cognitive Theory
Jean Piaget, a Swiss psychologist, describes the process of how children’s intelligence or cognition changes during development.
How is the Velar sound made
- Consonant sound made when back of tongue touches soft palate
- The tongue can move forward in mouth and often settles on a palatal or palato-alveolar position
K, g, ng /cat/, /go/ and /sing/
Stop sounds
Phonological processes: 2. Substitution/systemic processes > Stopping
Stop sounds: “P”, “b”, “t”, “d”, “k”, “g”
Examples: “Pan” for “fan” or “dump” for “jump”
Stopping of fricatives
Phonological processes: 2. Substitution/systemic processes > Stopping
Manner change, where a sound is replaced by a stop
A stop sound (“P”, “b”, “t”, “d”, “k”, “g”) replaces a fricative (“F”, “v”, “th”, “s”, “z”, “h”, “sh”, “zh”)
e.g. ‘poot’ for ‘foot’ or ‘too’ for ‘chew’
Fricative sounds
“F”, “v”, “th”, “s”, “z”, “h”, “sh”, “zh”
Affricative sounds
“Ch”, “C”, “H”, “D”, “J”
