Reading...
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27 Cards in this Set
- Front
- Back
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What are some characteristics of the first 50 words?
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Meaning is initially overextended, words refer to the immediate environment, initial lexicon consists of several categories (animals/foods/toys), midlevel, nouns dominate then action words, vocab growth slow at first, object words mostly
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On average, when do children have 50 words in their expressive vocabulary?
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By 18 months
3. |
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What are gliding, cluster reduction and final consonant deletion? When do they not occur? Be able to give an example of them.
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Gliding: Child replaces a liquid sound with a glide “love=wove” “ring=wing” “leaf=weaf” “light=jight”
Cluster Reduction: Child reduces a cluster of consonant sounds “splash= spash” “bread=bed” Final Consonant Deletion: Child deletes the last consonant in a sllyable “cat=ca” “dog=da” 4. |
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Give an example of an early developing grammatical morpheme and a later developing grammatical morpheme.
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Early Developing Morpheme: Present Progressive –ing age 19- 28 months “Baby Eating”
Later Developing Grammatical Morpheme: Articles a, an, the/ ages 43- 46 months "I want the block" 5. |
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What types of narratives can preschoolers produce?
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Personal: a factual event
Fictional: an imaginary event/ Recounts: Telling a story about one’s past experiences or retelling a tory that one has read Accounts: Spontaneous Eventcasts: Describes some current situation or event as it is happening Fictionalized Stories: Made up; main character must overcome some sort of challenge or problem 6. |
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What are some communication functions of toddlers?
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Instrumental Functions: satisfy their needs
Regulatory Functions: Control others’ behavior Personal Interactional Functions: share info about themselves and their feelings with others Heuristic Functions: requesting info of others to learn about the world Imaginative Functions: telling stories to make believe and pretend Informative Functions: give info to others 7. |
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Compute the MLU of a short sample.
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MLU= total number of morphemes/ total number of utterances
24/8 = 3.oo 8. |
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Compute the Percent Correct Use in Obligatory Context of a grammatical morpheme.
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Heck chapter three
9. |
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What is figurative language? Be able to give an example. When do children begin to understand it and when is it mastered?
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Figurative Language: language that we use in non-literal and often abstract ways.
Example: “She is the apple of my eye”-Metaphor, “Like a bump on the log.”- Smile, “I’m so hungry”- hyperbole, “We’re in the same boat”- Idiom Understood at Age: Mastered at age: 10. |
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What are the stages of reading? When do they occur? What is involved in each?
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Stage 1- Initial Reading, or decoding stage/ Kindergarten and 1st grade, 5-7 years,
• associate letters and their corresponding sounds in spokne words as they begin to decode words. Stage 2 – Confirmation, fluency, and ungluing from print/ 2nd and 3rd grade, 7-8 years, • hone decoding skills learned in stage 1 • Proficient with high frequency words and use the redundancies of language in order to gain fluency and speed in reading • Gradually transition from learning to read to reading to learn Stage 3- Reading for Learning the New- grades 4-8 or 9, 9-14 years • Read to gain new info • Solidly reading to learn by the end of the stage • Expands children’s vocab, builds background and world knowledge, and develops strategic reading habits Stage 3A (grades 4-6, ages 9-11) – read about conventional knowledge of the world Stage 3B (grades 7-8 or 9, ages 12-14)- read n general adult level Stage 4- Multiple Viewpoints (High School, ages 14-18) • Increasingly difficult concepts and texts that desc |
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Why is phonological awareness important for learning to read? What are predictors of reading?
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The ability for children to blend sounds to make words supports a child’s reading development and decoding skills. The ability to segment words children can use to figure out the spelling of words, and then they can use their knowledge of spelling patterns to help them read new words encountered in texts. Knowing boat and coat therefore being able to figure out how to say moat.
Predictors of Reading: oral language, print awareness, and phonological awareness. Reading requires the child’s successful understanding of grapheme (letters and letter combinations) and phoneme (sounds.) 12. |
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What is phonological awareness? Be able to give an example of a phonological awareness task.
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Phonological Awareness: sensitivity to the sound structures of words.
-Word Awareness: Segment sentences into words -Syllable Awareness: Segment multi-syllabic words into syllables -Rhyme Awareness: detect and produce rhymes -Onset Awareness: combine syllable onsets with the remainder of the syllable to produce a word -Phoneme Identity: Detect beginning sound similarities across words 13. |
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What sounds are mastered by 3 year olds? 4 year olds?
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3 years: m, n, p, b, d, y, w, h
4 years: ing, t, k, g, f, v, ch, j 14. |
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When can children segment sounds? Blend sounds?
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Segment sounds: Middle to Late Kindergarten or 1st grade (5-6 years of age)
Blend sounds: Early Kindergarten (5-6 years of age) 15. |
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When can children understand indirect requests?
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7 years of age
16. |
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Know about what Nelson found in her study of the first 50 word productions.
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Most words were objects, typically contain one word from each category of specific nominal’s (proper names, daddy), general nominal’s (those, cats), action words (up, go, no) , modifiers (big,mine), and personal-social words (yes, byebye)..General Nominals are most prevalent 51% followed by specific and action words 14%/13%
18. |
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How does one differentiate between a language disorder and a language difference?
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Language difference: normal variability we see among children in their language development.
Language Disorder: impaired comprehension/use of spoken, written, and other symbol systems. May involve an impairment in one’s language form, content, or use 19. |
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Know about hearing loss and what factors are the most important for language development.
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Hearing Loss: Damage to the outer or middle ear= conductive loss
Damage to inner ear pr auditory nerve= sensorineural loss. Damage to centers of the brain= auditory-processing disorder Bilaterally=both ears Prelingual hearing loss acquired before language development 16-25db minimal hearing loss 26-40 dB:Mild loss 41-55 dB: Moderate loss (expressive/reading/spelling/language goes) 56-70 dB: moderately severe loss 71- 90 dB: severe loss 91-or higher dB: profound hearing loss FACTORS MOST IMPORTANT= 1. Timing of the loss= at what age did it occur 2. Severity of the loss= How bad is the loss/bilateral or unilateral 3. Age of identification= At what age was the loss identified? 4. Exposure to language input= how much language exposure does the child receive? 20. |
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Language characteristics of SLI
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Specific Language Impairment: Significant impairment of expressive and/or receptive language that cannot be attributed to any other casual condition.
They usually have typical hearing skills, normal intelligence, and no obvious neurological/motor/sensory disturbance, typically diagnoised after 3rd birthday 1. Heterogeneity: Strengths in some areas of language and weaknesses in others 2. History of slow vocab development 3. Show considerable difficulty with grammatical production and comprehension that begin during toddlerhood-school age 4. Tend to have difficulty adjusting academically( like lacking social skills, behavior, math, reading and attention) 5. Long-term difficulties with language achievement 21. |
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Language characteristics of autism
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Some children never develop any functional spoken language skills, but spoken speech is idiosyncratic, repetitive language, difficulty in initiating and reciprocating communicative interactions, and sometimes ECHOLALIA: stereotypical repetitions of specific words or phrases.
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Difference between secondary and primary language impairment
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Primary Lang. Impairment: Significant impairment of language in the absence of any other developmental difficulty.
Secondary Lang. Impairment: Language disorders resulting from other conditions (mental retardation, autism, traumatic brain injury). 23. |
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What are the language characteristics of individuals with Asperger’s Syndrome?
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Language skills generally well developed and not viewed as disordered. Difficulty using language as a social tool and developing social relationships. Language may be inappropriate.
24. |
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What is the prevalence of autism and what is the gender ratio?
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Estimated about 1 in 110, higher prevalence in boys and among children with affected family members. In Florida, 7 in 1,000 boys vs 1 in 1,000 girls
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What are the communication functions produced by school-age children?
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Functional flexibility
–Compare and contrast –Persuade –Hypothesize –Explain –Classify –Predict in the context of classroom activities |
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Bilingualism:
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The process whereby children acquire 2 languages
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What is the difference between sequential and simultaneous?
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Sequential: defined as a second language that is acquired after a first language has been acquired. = family speaks non-dominant language at home and child is exposed to dominant language in daycare.
ii. Simultaneous: Developing two languages from the onset of language development. = Parents speak dominate language and non-dominant language at home b. |
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When does code switching occur?
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Happens to fill in lexical or grammatical gaps, pragmatic effect, social norms of their society.
Intrautterance mixing: alternation occurs within a single utterance Intrasentential mixing: alternation occurs within one sentence Interutterance mixing: alternation occurs between utterances Intersentential mixing: alternation occurs between sentences. |
