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Language Final > Word Learning > Flashcards

Word Learning Flashcards

1
Q

What is required to learn a word?

A
  • speech stream segmentation/form encoding
  • mapping problem
  • linking problem
  • extension problem
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2
Q

speech stream segmentation/form encoding

A
  • determine the word form (phonetic/orthographic)
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3
Q

mapping problem

A
  • determine the word meaning
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4
Q

linking problem

A
  • link the form and the meaning to each other
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5
Q

extension problem

A
  • figure out the boundaries of the category
  • what else does this word refer to and not refer to
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6
Q

Fast Mapping

A
  • happens with few exposures
  • frequently assumed to occur incidentally, via over-hearing or chance
  • early/surface level knowledge
  • linkage between form and meaning is critical
    Form + meaning= word
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7
Q

Slow Mapping

A
  • strengthens form, meaning, and/or link
  • represent the word with additional examples and info
  • integrates the word into a large semantic networks
  • happens over time
  • requires repeated exposures
  • requires that you recognise that you are hearing the same word again
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8
Q

Phonological working memeory as a Cog Process underlying Vocab Learning: Baddelely 2010 working memory model:

A

Modality:
- visuospatial sketchpad
- phonological loop

Central executive:
- attention controller
- episodic buffer

Kids with DLD and Dyslexia (and other S/LI and SLDs) have reduced phonological memory

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9
Q

Children with DLD Weaknesses

A
  • weaker vocabulary breadth and depth
  • more difficulty with form encoding
  • poor word retrieval skills (words with stronger representations are more likely to be retrieved)
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10
Q

Polysemous words:

A
  • double function words
  • words that have a physical and psychological meaning

Developmental Trajectory:
1. know the physical meaning
2. know the psychological meaning
3. see the relationship between the two and be able to explain it

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11
Q

Other polysemous words:

A
  • homophones
  • sound the same/spelled differently/different meanings
  • in oral language can be confusing- access to written language aids in meaning differentiation
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12
Q

Children with DLD Strengths (primary vs secondary)

A
  • better accuracy for the primary meaning compared to the secondary meaning
  • awareness of secondary meaning improves through adulthood
  • much poorer for children with DLD as compared to TD- 40-60% correct for TD
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13
Q

Teaching Words

A
  • mid-frequency
  • occur across many contexts
  • likely to have multiple meanings
  • more common in written than spoken language
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14
Q

Tier 1 words:

A
  • basic words
  • part of every day language
  • needed for communication
  • learned through conversation and interactions
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15
Q

Tier 2 words:

A
  • academic words
  • polysemous words
  • transition words
  • conjunctions
    -idioms
  • phrasal/compound words
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16
Q

Tier 3 words

A
  • subject-specific words that don’t have broad utility
  • often words bolded in text books
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17
Q

Choosing amount Tier 2 words

A
  • choose words the child will encounter soon and often
  • is the word representative, repeatable, transportable, context analysis, and morphological analysis, helpful for learning other words?
  • choose words that are useful and hard
  • focus on words that require deep knowledge and flexible understanding
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18
Q

Word Learning Strategies:

A
  • get teachers on board- these strategies benefit everyone
  • expect DLD kids to need more extensive instruction and practice to move to independence
  • support practice with visuals
19
Q

Word Learning
Plan

A
  • notice words you do not know
  • stop when the word interferes with comprehension
  • keep a list and confirm the word meaning later if possible
20
Q

Vocabulary Interventions

A

-Robust Vocabulary Instruction: depth and breadth
- Lexicon Pirates and Vocabulary Book: empowering kids to learn vocab independently
- supporting word finding via strong semantic networds
- dose and intensity

21
Q

Contextual Abstraction

A
  • lexical representations build up over time
  • context clues guide learning meanings
  • some words are more frequent and easier to represent
  • low frequency, abstract words may not be readily learned through incremental, incidental exposure
22
Q

Direct instruction

A
  • can support and extend contextual abstraction
23
Q

Robust Vocab Instruction

A
  • encounter new words systematically
  • child-friendly definitions and explicit instruction
  • exposure to multiple examples- adult points examples out, then child is prompted to identify them
  • associate words with child’s own experiences
  • provide opportunities for production practice
24
Q

Child friendly Definitions

A
  • something you can weave into reading or speaking easily
  • relatable and using known words or examples for the child
  • consider having two-three variations so that the definition isn’t just memorized
  • write the definitions on a word wall or in a vocab notebook for the child to refer to
25
Q

Definitions Quality

A
  • category+ differentiating characteristics (synonyms)
  • Weak: antonyms, examples, comparisons to other things, situational definitions
  • Weakest: related words
26
Q

Definitions are…

A
  • heavily influenced by content knowledge
27
Q

Explicit Instruction- Gradations

A
  • make the gradations amount similar, but not identical words clear
  • adjectives
  • adverbs of liklehood and degree
  • time words
  • factive/nonfactive verb
28
Q

Explicit Instruction- Polysemous Words

A
  • make both primary and secondary meanings clear via definitions
  • only teach secondary meanings if the primary meaning is already well known
  • give children greater practice with the secondary meaning
  • clearly discuss the relationship between primary and secondary meanings
  • give children opportunities to differentiate between the two meanings and explain how they know which meaning is being used
  • consider providing contexts (jokes/puns) that hinge on the secondary meaning
29
Q

Opportunities to Practice:

A
  • production practice: imitation/sounding out
  • writing practice: spelling/focus on word roots if relevant
  • sentence stems: “i always exaggerate when…”
  • word banks: answer the question/write a story using the following words
30
Q

Word Learning Strategies: Lexicon Pirate

A
  • the child collects words that they can name and define
  • generalization is promoted: the child is encouraged to collect a certain number of unknown words at home for work in therapy later
  • the child uses a context map to define and learn the word
  • set asife words that need to be learned/retrieved: when examining give both phonological and semantic cues
31
Q

The Vocabulary book

A
  • look for context clues to determine the meaning
  • morphological decomposition
  • use the dictionary/other tools
  • plan what to do when you do not know a word
    take ownership of vocabulary growth
32
Q

Context Clues

A
  • recognize when they don’t know a word
  • pause and look for clues (text, picture)
  • guess a simpler known synonym
  • try out your guesses and check for context
33
Q

Morphological Decomposition

A
  • fluent and flexible use of derivational morphology may be the one way that children’s vocabulary grows so rapidly in the elementary school years
  • can be explicitly taught, especially once the child is literate
  • teach children to decompose the word, guess the meaning, and then check the context for verification
34
Q

Derivational Morphology

A
  • morphemes that change the meaning or word class
  • later developing/more challenging than inflectional morphemes
  • may change the pronunciation or spelling of the root
  • roots are sometimes transparent sometimes not
35
Q

Strategies for Teaching About Roots and Derivational Morphology

A
  • talk about taking words apart
  • show kids they already know about word parts
  • practice: notice a word has a prefix, remove the prefix, write/say/think about the prefix meaning and word meaning, guess the meaning from the parts, use context clues to confirm meaning
36
Q

Teaching Dictionary Skills

A
  • appropriate for kids in upper elementary school with a good sense of alphabetic principles and basic spelling
  • make a thesaurus and dictionary readily available
  • use of a paper dictionary is not the point
  • NOT an evidence-based word learning straetgy
37
Q

Intervention for Word Learning Strategies:

A
  • increasing degrees of independent- explicitly describe the strategies and how to use it
  • SLP/teacher/peer models the strategy
  • collaborative use of the strategy
  • guided practice: should extend across multiple context and long periods of time to ensure transfer and mastery
  • independent use
38
Q

Robust Vocab- Book Based Instruction

A
  • pre-reading instruction
  • embedded ins tory books
  • post reading instruction
  • exposure to word in context + brief definition
  • limited production practice
39
Q

Robust Vocabulary Dosage

A
  • set of 6 words, 0 exposure, 5 exposures, 20 exposures
  • taught over 3 or 6 days
  • both scheduled worked for TD kids but 20 exposures was better
  • better to teach a few words at a time, intensely, than many with reduced frequency or over a longer period of time
  • children with DLD need 2x the exposure for word learning as compared to typical peers
  • initial learning should be several exposures to the word per day
40
Q

Word Finding

A
  • presumed that kids know the word and the problem is retrieving the correct word at the appropriate time
  • can occur to anyone, but more associated with low language skills
  • characterized by: hesitations and fillers, circumlocutions, use of empty words, lexical substitutions, overuse of pronouns/GAP verbs
41
Q

Word Finding Cont.

A
  • the presence of cues
  • frequency of retrieval
  • competition amount related words
  • recency of word learning/retrieval
42
Q

Word Finding Cues

A

Semantic:
- actual object
- sentence completion
- pictures
- descriptions
Phonological:
- starts with…
- rhymes with…

43
Q

Word finding and word learning are linked

A
  • frequency of retrieval: how often the individual has to retrieve it and under what conditions
  • recency effects: more recent retrieval makes it easier to retrieve words again
44
Q

Word Finding Strategies

A
  • semantic associations
  • phonemic cues
  • circumlocutions
    gestures
    drawing
  • context clue maps

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