Comd 2500 Language, Speech, Hearing (Chapter 7)

Front 1

alphabetic principle (236)

Back 1

-The relationship between letters or combinations of letters (graphemes) and sounds (phonemes)

Front 2

alphabet knowledge (223)

Back 2

-Knowledge about the letters of the alphabet
-A type of metalinguistic ability important to emergent literacy development

Front 3

contextualized language (222)

Back 3

-The language used, beginning in infancy, that is grounded in the immediate context, or the here and now
-Contrast with decontextualized language

Front 4

decontextualized language (222)

Back 4

-Language that relies heavily on itself int he construction of meaning
-Begins to emerge during preschool period
-Contrast contextualized language

Front 5

deictic terms (232)

Back 5

-Words whose use and interpretation depend on the location of a speaker and listener within a particular setting
-Children must be able to adopt their conversational partner's perspective
-Examples: The terms here and this, used to indicate proximity to the speaker, and the terms there and that, used to indicate proximity to the listener

Front 6

emergent literacy (222)

Back 6

-The earliest period of learning about reading and writing
-Children in this stage of literacy are not yet reading and writing in a conventional sense but their emerging knowledge about print and sounds forms an important foundation for the reading instruction that begins in formal schooling

Front 7

extended mapping (229)

Back 7

-A full and complete understanding of the meaning of a word

Front 8

fictional narrative (238)

Back 8

-A child's spoken or written description of an imaginary event
-Contrast with personal narrative

Front 9

liquid gliding (236)

Back 9

-When a glide consonant, such as /w/, replaces a liquid consonant, such as /r/, so that, for example, rabbit is pronounced "wabbit"
-This phonological process may persist past a child's fifth birthday

Front 10

metalinguistic ability (222)

Back 10

-The ability to view language as an object of attention (e.g., preschools exhibit metalinguistic ability when they pretend to write or make up rhyming patterns)
-See also, alphabet knowledge; phonological awareness; print awareness

Front 11

narrative (238)

Back 11

-A child's spoken or written description of a real or fictional event from the past, the present or the future
-See also, fictional narrative; personal narrative

Front 12

oral language (222)

Back 12

-Language that is spoken
-Comprises three domains: content, form, and use

Front 13

personal narrative (238)

Back 13

-A child's spoken or written description of a factual event
-Contrast with fictional narrative

Front 14

print awareness (223)

Back 14

-Understanding the forms and functions of written language
-A type of metalinguistic ability important to emergent literacy

Front 15

slow mapping (229)

Back 15

-Gradually refining representations of a word with time and multiple exposures to the word in varying contexts
-Occurs after fast mapping
-Contrast with fast mapping

Front 16

stopping (236)

Back 16

-When a frictative consonant (e.g., /ts/) is replaced by a stop consonant (/p/, /b/, /t/, /d/, /k/ or /g/
-Examples: funny becomes "punny"; jump becomes "dump: