Comd 2500, Language, Speech, Hearing (Chapter 8)

Front 1

Each C unit consists of an independent clause and any of its modifiers, such as a dependent clause. Can include incomplete sentences and sentence fragments. C units are coded in transcripts of language samples to assess a student's language form. (p. 281)

Back 1

communication units

Front 2

A form of sentential ambiguity in which a noun serves as an agent in one interpretation and as an object in another. Example: The duck is ready to eat can mean "The duck is ready to be eaten" or "The duck is hungry. (p. 268)

Back 2

deep-structure ambiguity

Front 3

Evaluations performed anytime during the school year to obtain an in-depth look at specific child's instructional needs

Back 3

diagnostic assessments

Front 4

When the components of story grammar are combined in an expressive or artful manner of storytelling.

Back 4

expressive elaboration

Front 5

Language used in nonliteral and often abstract ways. Used to evoke mental images and sense impressions in other people. See also hyperboles, idioms, irony, metaphors, proverbs, similes.

Back 5

figurative language

Front 6

Each C unit consists of an independent clause and any of its modifiers, such as a dependent clause. Can include incomplete sentences and sentence fragments. C units are coded in transcripts of language samples to assess a student's language form. (p. 281)

Back 6

communication units

Front 7

A form of sentential ambiguity in which a noun serves as an agent in one interpretation and as an object in another. Example: The duck is ready to eat can mean "The duck is ready to be eaten" or "The duck is hungry. (p. 268)

Back 7

deep-structure ambiguity

Front 8

Evaluations performed anytime during the school year to obtain an in-depth look at specific child's instructional needs

Back 8

diagnostic assessments

Front 9

When the components of story grammar are combined in an expressive or artful manner of storytelling.

Back 9

expressive elaboration

Front 10

Assessment of the language process (rather than the products) of language learning and development. Practitioners use these assessments to determine the types of language-learning activities to implement.

Back 10

formative evaluations

Front 11

The ability to use language for various communicative purposes (e.g. requesting, stating, persuading). (p. 271)

Back 11

functional flexibility

Front 12

Words that are spelled the same and may sound alike (e.g. row a boat vs. row of homes) or may sound different from each other (e.g. record player vs. record a movie). A type of lexical ambiguity at the level of the word. (p. 268)

Back 12

homographs

Front 13

Words that are alike in spelling and pronunciation but differ in meaning (e.g. brown bear vs. bear weight). (p. 268)

Back 13

homonyms

Front 14

Words that sound alike and may be spelled alike (brown bear vs. bear weight) or may be spelled differently (e.g. brown bear vs. bare hands). A type of lexical ambiguity at the word level. (p. 267)

Back 14

homophones

Front 15

A type of figurative language that uses exaggeration for emphasis or effect. Ex: I nearly died laughing. (p. 260)

Back 15

hyperbole

Front 16

Expressions that contain both literal and figurative language. Two types of idioms are opaque and transparent. Ex: He got out of the wrong side of bed. (p. 260)

Back 16

idioms

Front 17

When words or phrases have multiple meanings. Provides the humor in jokes, riddles, comics, and so forth. Ex: That was a real bear (bear has several meanings). (p. 267)

Back 17

lexical ambiguity

Front 18

Language used without the aid of context cues to support meaning: highly decontextualized language.

Back 18

literate language

Front 19

The ability to think about and analyze language as an object of attention. Acquired mainly in the school-age years. (p. 257)

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metalinguistic competence

Front 20

A type of figurative language that conveys similarity through an expression that refers to something it does not denote literally. Components of metaphors are the topic and the vehicle. Two types of metaphors are predictive and proportional. (p. 258)

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metaphor

Front 21

When an individual attains the ability to make sound modifications by joining certain morphemes (/əz/ in matches), to use vowel shifting (/ɑɪ/ to /ɪ/ in decide-decision), and to use stress and emphasis to distinguish phrases from compound words (green house vs. greenhouse). (p. 271)

Back 21

morphophonemic development

Front 22

Evaluations conducted to help determine the discrepancy between expected and observed outcomes in a particular area. (p. 278)

Back 22

outcome assessments

Front 23

A type of sentential ambiguity in which varying pronunciations of a word change the meaning of a sentence. Ex: She needs to visit her psychotherapist vs. She needs to visit her psycho therapist. (p. 267)

Back 23

phonological ambiguity

Front 24

Having more than one meaning. (p. 267)

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polysemous

Front 25

Period from birth till the beginning of formal education. Some of children's most critical developments - oral language, print awareness, and phonological awareness - occur during this period. ( p. 255)

Back 25

prereading stage

Front 26

Evaluations conducted routinely (at least three times a year) to document a child's rate of improvement in an area and to compare the efficacy of curricula and interventions. (p. 278)

Back 26

progress-monitoring assessments

Front 27

Statements that express the conventional values, beliefs, and wisdom of a society. A type of figurative language. (p. 261)

Back 27

proverbs

Front 28

Brief assessments used to identify possible areas of difficulty that may signal a need for more in-depth evaluation. (p. 278)

Back 28

screenings

Front 29

A type of figurative language, similar to predictive metaphors, in which the comparison between the topic and the vehicle is made explicit by the word like or as. Examples: sitting like a bump on a log; flat as a pancake. (p. 259)

Back 29

similes

Front 30

Assessments focused on the products (rather than the process) and final outcomes of language learning and development. (p. 278)

Back 30

summative evaluations

Front 31

A type of sentential ambiguity in which varying stress and intonation in a sentence changes its meaning. Example: I fed her bird seed vs. I fed her bird seed. (p. 267)

Back 31

surface-structure ambiguity

Front 32

Each T unit consists of an independent clause and any of its modifiers, such as a dependent clause. T units are coded in transcripts of language samples to assess a student's language form. (p. 281)

Back 32

terminable units