Week 1 Flashcards
Prior to school-age years, the sole source of language input is through?
the oral modality
At the school-age years (~8-10 years)
Reading to learn - gain more of language input from text
- Language becomes more individualized
- Reading has a role in learning
What are achievements in oral/written language in the school-age years for language use?
Functional flexibility
Conversational abilities
Narrative and expository discourse genres
What are achievements in oral/written language in the school-age years for language content?
Lexicon expansion and elaboration
Tier 2 and Tier 3 words
Metalinguistic awareness
What are achievements in oral/written language in the school-age years for language form?
Derivational morphology use (prefixes and suffixes)
Coordination, disjunction, and subordination
Alphabet concept, phonological awareness (PA), orthographic knowledge (literacy skills)
What is functional flexibility?
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
What are the conversational ability gradual improvements seen in school-age discourse?
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
What are hedges?
linguistic devices that soften utterances by signaling imprecision and noncommitment
- Examples: about, sort of, you know, possibly, perhaps
What is presupposition?
School-age children accommodate their own speech to match that of their conversational partner, regardless of their partner’s gender
What is something language related school-age children can do that toddlers cannot?
Detach from the here and now
Steps of narrative development
- Move both forward and backward in time as they tell narratives
- Begin to describe others’ physical and mental states and also other’s motivations for actions (theory of mind)
- Implement a story grammar (culturally all elements are not followed)
What is Tier 2 and Tier 3 word knowledge?
Understand multiple meanings of one word or phrase
Employ contextual abstractions
Encountered in texts and teacher discourse
Metalinguistic competence
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 many words do high school graduates typically know?
60,000 (undershoot)
What are three different ways school-age children learn new words?
- Direct instruction: learn directly from a more knowledgeable source (other person or dictionary)
- 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) - Morphological analysis/structural analysis: analyzing the lexical, inflectional and derivational morphemes of unfamiliar words
Polysemous
word with more than one meaning
bear = animal/ bare = to hold
Metalinguistic competence
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
Phonological processing
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)
Lexical breadth
number of words known and recognized
Lexical depth
quality of knowledge of words known
Phonological Awareness
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
Stages of reading development
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)
What are the stages of spelling?
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
Oral and written language emerge ____, eventually ______
separately
converging
Preparation or emergent writing
draw-write- express ideas through drawing; words used to represent ideas in drawings
Convergent phase
oral language converges with written language - write like I talk
Differentiation phase
differentiation of syntactic styles, motivations and tones - awareness of audience and purpose of writing
Lexical ambiguity
words and phrases with multiple meaning
humor in jokes, riddles, comic strips, newspaper headlines, bumper stickers, and advertisments
Sentential ambiguity
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
Figurative language
Language that we use in non-literal and often abstract ways
Types of metaphors
predictive metaphors - 1 topic, 1 vehicles
proportional metaphors - more than one topic, more than one vehicle
What are the types of idioms
opaque - demonstrate little relationship bt the literal interpretation and the figurative interpretation
transparent - extension of meaning
Types of proverbs
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
Types of irony
Verbal irony - speaker says one thing but means something else
Dramatic irony - audience is aware of facts that characters are unaware of
How can the environment influence language and literacy development?
identifying sight words
phonological awareness
modeling
building the oral register
What is the SLP’s role in the development of language and literacy?
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
