School Aged Children Midterm

Question 1

school aged children are what age

Answer 1

6-12 years

Question 2

adolescents are what age

Answer 2

13-19

Question 3

young adults include what ages

Answer 3

20-30+

Question 4

language is mostly developed by age

Answer 4

5

Question 5

T/F language development continues into adulthood

Answer 5

True

Question 6

linguistic individualism is….

Answer 6

when a child begins to read for themselves, they are able to develop their own interests increasing individualism

Question 7

what is the abiilty to reflect and analyze language

Answer 7

metalinguistic competency

Question 8

what does linguistic ambiguity mean

Answer 8

at about age 7 or 8 children begin to understand jokes and riddles that stem from phonological, lexical or syntactic ambiguity

Question 9

which type of morpheme ends in -ed

Answer 9

bound morpheme

Question 10

adding suffixes that relate to syntactic function of a word w/in a sentence

• Ex: (-ed, -ing, possessive –s, the plural –s, & 3rd person singular –s)
• Don’t change the original word or its meaning;
• generally mastered by age 6 or 7

Answer 10

inflectional morphology

Question 11

The study of structure of words; complex system in which a single root form can result in a large number of derived forms

• Often changes the root word and its meaning
• (happy  happiness, interpret  misinterpret)
• generally mastered into adulthood (biggest growth btw 4th & 8th grade
• may result in changes in the phonetic structure of the root word
• Nonneutral = (receive -> reception, study -> studious
• Neutral = (enjoy ->enjoyment, home ->homeless)

Answer 11

derivational morphology

Question 12

what are the 3 types of narratives in the book

Answer 12

1. personal narrative 2. fictional stories 3. scripts

Question 13

expository discourse seeks to

Answer 13

instruct

Question 14

narrative discourse seeks to

Answer 14

entertain

Question 15

reasons to assess children’s narratives

Answer 15

1. narrative language skill is associated with academic skills
2. high ecological validity
3. rigorous test of many levels and aspects of language, content, form, and use
4. tasks can be adjusted to increase or decrease difficulty, thus revealing the optial degree of support needed
5. both comprehension and production of narratives can be assessed to determine similiarities and differences between these two modalities

Question 16

dynamic assessment

Answer 16

focuses on the child’s learning process

Question 17

transitive clause

Answer 17

has a direct object

Ex. You read the book

Question 18

intransitive clause

Answer 18

have lexical verb but not direct object stated

Ex: He ran.

Question 19

Equative Clause

Answer 19

Have couple verbs only

Ex: The soup is hot. The cloth feels soft.

Question 20

Rules for counting Clauses

Answer 20

1. Always count the main clause as 1 clause
2. Count compound verbs with the subject deleted as one clause (she spanked them and put them to bed has one clause)
3. Count any adverbial subordinate clause as one clause. These often begin with a subordinating conjunction such as because, while, when, whether, although, until, since, as, as soon as, if, then, so
4. Count any relative clause as one clause. A relative clause follows a noun and often begins with a relative pronoun such as who, which, that, or shoes, (Here were the ones that he liked the best) I’m assuming this sentence has two clauses?
5. Count any nominal noun clause subject or object as one clause. In sentences the main clause often has a mental state verb such as think, know, guess, remember, wonder, and forget. The clause may be introduced with that, which is optional.
6. When there is dialogue, consider the introducer (He said) as a main clause, and the first clause of the direct quotation as its nominal object clause (He said, “I don’t want you here. Go away” contains three clauses and two CU.
7. There is also disagreement in the literature about how to count infinitives and other nonfinite verbs when judging the number of clauses. For this guide the rules are kept simple. Do not count any infinitives, gerunds, or participles as clauses except for if the infinite is preceded by an indirect question. (He forgot to tell them when to call)
8. Elliptical responses within oral narratives are not counted as clauses unless they contain a subject and predicate (However, remember that elliptical responses are counted as CU).

Question 21

A clause has a

Answer 21

subject and a verb

Question 22

define intrasentential

Answer 22

Growth that occurs at the level of the individual sentences

Question 23

define intersentential

Answer 23

Growth that refers to changes that occur in joining adjacent sentences

Question 24

Simple Sentence

Answer 24

one independent clause

a) Its sunny today.

Question 25

Compound Sentence

Answer 25

contains at least 2 independent clauses joined by a coordinating conjunction such as “so, and, or but.”

a) Its sunny today, so we’ll go on a picnic.

Question 26

Complex Sentence

Answer 26

contains one independent clause and at least one dependent clause joined by a subordinating conjunction, such as if or when.

a) We’ll go on a picnic if it’s sunny tomorrow.

Question 27

Compound-Complex Sentence

Answer 27

contains at least two independent clauses and at least one dependent clause

a) It was raining when we arrived, but soon the sun came out.

Question 28

Learning new words can happen in three ways

Answer 28

direct instruction,

morphological analysis (using word parts to decipher meaning),

contextual abstraction (using context clues)

Question 29

Morphological analysis –

Answer 29

analyzing components of the unfamiliar words including its lexical, inflexion, and derivational morphemes.

Then using this information to infer the meaning of the words.

This is a major contributor to vocab development.

Question 30

The more a person reads the more complex vocabulary they encounter therefore

Answer 30

the more you read the more words you will know and have the opportunity to decipher the meaning and add them to your lexicon.

Question 31

Propositions

Answer 31

Units of meaning or language content, composed of a judgment, or predicate, about one or more objects or arguments

Question 32

Polysemous words

Answer 32

These are words that have more than one meaning.

Usually a spatial meaning and an abstract meaning.

For example run. You can physically run down the street or you can run the numbers, run it through in your head.

Question 33

Syntagmatic – paradigmatic shift

Answer 33

Move from functional definition to a more categorical definition. This usually happens between the ages of 5-9.

The five year old will respond syntagmatically while the nine year old will respond paradigmatically.

For example if the two children were asked to give the first word that came to mind after they heard dog the five year old would say bark (function of a dog – what a dog does)

The nine year old would say cat (the category of animals also houses the word cat).

Question 34

Types of nouns

Answer 34

Count nouns – nouns that can be counted – dog, cat

Mass nouns – nouns that require a container cant be counted alone like water, milk

Post noun modifiers
Prepositional phrase – The boy under the table coughed.
Relative clause – The boy who ate the apple coughed.
Appositive – The boy, my son, coughed.
Non-finite phrase – the boy playing football coughed.

Question 35

Pronouns (5)

Answer 35

• Demonstrative – specific referent that is not named
• Relative – l inks clauses and refers back to something else like who which or that
• Interrogative – asks a question – who, what, which
• Personal – classified by number (singlular/plural) case (subject, object, genitive, reflexive) and person (1st, 2nd, 3rd)
• Indefinite – general referent – someone, no one, anybody

Question 36

Types of Verbs

Answer 36

Finite - real verbs, acts and looks like a verb

coupla, auxilary, lexical

Non-finite - doesn’t function as a verb (PIG) looks like a verb, but functions as a noun or adjective.

Particle, infinitive, gerund

Question 37

Interjections

Answer 37

Words that have no function, just inserted for emphasis or space filler

– oh, wow, you know, like

Question 38

Conjunctions - join parts

2 types

Answer 38

1) Coordinating – join two units so the units are of equal importance; can join words, phrases, or clauses; and, but, or, rather than, not, as well as, either/or, neither/nor
2) Subordinating – only joins clauses; doesn’t join words or phrases; one is less important that the other; because, if, whether, although, since, before, so, when, until, Since before, so, when, & until sometimes function as other things other than conjucntions

• come before noon – preposition
• before I go home, I will study - conjunction