Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Language Development and Disorders in School-Age > Week 1 > Flashcards

Week 1 Flashcards

1
Q

Prior to school-age years, the sole source of language input is through?

A

the oral modality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

At the school-age years (~8-10 years)

A

Reading to learn - gain more of language input from text

  • Language becomes more individualized
  • Reading has a role in learning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are achievements in oral/written language in the school-age years for language use?

A

Functional flexibility
Conversational abilities
Narrative and expository discourse genres

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are achievements in oral/written language in the school-age years for language content?

A

Lexicon expansion and elaboration
Tier 2 and Tier 3 words
Metalinguistic awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are achievements in oral/written language in the school-age years for language form?

A

Derivational morphology use (prefixes and suffixes)
Coordination, disjunction, and subordination
Alphabet concept, phonological awareness (PA), orthographic knowledge (literacy skills)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is functional flexibility?

A

Ability to use language for a variety of communicative purposes, or functions/adapt to who you are speaking with and what you are speaking about

  • Compare and contrast
  • Persuade
  • Hypothesis
  • Explain
  • Classify
  • Predict in the context of classroom activities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the conversational ability gradual improvements seen in school-age discourse?

A

Stay on topic longer
Use extended dialogues with others that last for several turns
Make a greater number of relevant and factual comments
Shift gracefully from one topic to another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are hedges?

A

linguistic devices that soften utterances by signaling imprecision and noncommitment
- Examples: about, sort of, you know, possibly, perhaps

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is presupposition?

A

School-age children accommodate their own speech to match that of their conversational partner, regardless of their partner’s gender

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is something language related school-age children can do that toddlers cannot?

A

Detach from the here and now

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Steps of narrative development

A
  1. Move both forward and backward in time as they tell narratives
  2. Begin to describe others’ physical and mental states and also other’s motivations for actions (theory of mind)
  3. Implement a story grammar (culturally all elements are not followed)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is Tier 2 and Tier 3 word knowledge?

A

Understand multiple meanings of one word or phrase
Employ contextual abstractions

Encountered in texts and teacher discourse

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Metalinguistic competence

A

Think about and analyze language as an object of attention/thinking about language by using language

ex. Identify the meaning of an unknown word by identifying known morphemes of the word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

How many words do high school graduates typically know?

A

60,000 (undershoot)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are three different ways school-age children learn new words?

A
  1. Direct instruction: learn directly from a more knowledgeable source (other person or dictionary)
  2. Contextual abstraction: use of pragmatics or logical inferences in both spoken and written forms of language
    - Pragmatic: bring one’s own world knowledge or background knowledge to text
    - Logical: use information from text (more difficult to make than pragmatic inferences)
  3. Morphological analysis/structural analysis: analyzing the lexical, inflectional and derivational morphemes of unfamiliar words
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Polysemous

A

word with more than one meaning

bear = animal/ bare = to hold

17
Q

Metalinguistic competence

A

Ability to think about and analyze language as an object of attention
-Increases significantly in school-age years from activities that draw upon analysis of language

18
Q

Phonological processing

A

Precursors to reading skills
Involves phonological awareness (detect similarities of letters, sounds and text),
phonological memory (translate sound to grapheme), and phonological retrieval (rapidly access info to read and spell)

19
Q

Lexical breadth

A

number of words known and recognized

20
Q

Lexical depth

A

quality of knowledge of words known

21
Q

Phonological Awareness

A

Type of metalinguistic knowledge
Children’s sensitivity to the sound structure of words

Later developing abilities:

  • Phonemic awareness - blending, sound segmentation, and sound manipulation
  • Sound manipulation is the most complex phonological awareness ability and usually develops by 2nd grade/7 years old
22
Q

Stages of reading development

A

Stage I: letter-sound recognition, sound out monosyllabic simple words with short vowel, reading of simple stories (grades 1-2)

Stage II: improved fluency in reading, more complex words, long vowel patterns, exposure to sight words (grades 2-3)

Stage III: improved fluency, introduction of pattern exceptions, derived words, improved comprehension of text (grade 4-9)

Stage IV: multiple viewpoints (high school)

Stage V: construction and reconstruction, reading to suit a purpose, advances cognitive processes (analysis, synthesis, prediction)

23
Q

What are the stages of spelling?

A

Semiphonetic stage (3-5) : begin to understand letter-sound correspondence. Rudimentary logic, single letters to represent words, sounds and syllables (U for you)

Phonetic stage (5-6 years): use of a letter or group of letters to represent every speech sound; Some choices do not conform to conventional English spelling (KOM for come, EN for in)

Transitional stage (6-7): begin to assimilate the conventional alternative for representing sounds. Moves from phonology dependence (EGUL for eagle, HIGHEKED for hiked)

Conventional stage (8+): Speller knows English orthography and basic rules. Prefixes suffixes, silent consonants, alternatives spellings, irregular spellings

24
Q

Oral and written language emerge ____, eventually ______

A

separately

converging

25
Q

Preparation or emergent writing

A

draw-write- express ideas through drawing; words used to represent ideas in drawings

26
Q

Convergent phase

A

oral language converges with written language - write like I talk

27
Q

Differentiation phase

A

differentiation of syntactic styles, motivations and tones - awareness of audience and purpose of writing

28
Q

Lexical ambiguity

A

words and phrases with multiple meaning

humor in jokes, riddles, comic strips, newspaper headlines, bumper stickers, and advertisments

29
Q

Sentential ambiguity

A

Ambiguity within different components of sentences

  • Lexical ambiguity
  • Phonological ambiguity - varying pronunciations of a word
  • Surface-structure ambiguity - varying stress and intonation
  • Deep-structure ambiguity - noun that serves as an agent in one interpretation and as an object in the alternative interpretation
30
Q

Figurative language

A

Language that we use in non-literal and often abstract ways

31
Q

Types of metaphors

A

predictive metaphors - 1 topic, 1 vehicles

proportional metaphors - more than one topic, more than one vehicle

32
Q

What are the types of idioms

A

opaque - demonstrate little relationship bt the literal interpretation and the figurative interpretation

transparent - extension of meaning

33
Q

Types of proverbs

A

Commenting - Blood is thicker than water
Interpreting - His bark is better than his bite
Advising - Don’t count your chickens before they hatch
Warning - Better than a snowflake

34
Q

Types of irony

A

Verbal irony - speaker says one thing but means something else
Dramatic irony - audience is aware of facts that characters are unaware of

35
Q

How can the environment influence language and literacy development?

A

identifying sight words
phonological awareness
modeling
building the oral register

36
Q

What is the SLP’s role in the development of language and literacy?

A 
Advocate
Provide resources/suggestions
Bridge gap/facilitate
Use resources that are available
Know and understand your audience
-listen and observe
-Think about where they are coming from

Language Development and Disorders in School-Age (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions