Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
67 Cards in this Set
- Front
- Back
communication units(C units, p. 281)
Ch. 8 School-Age Years and Beyond |
communication units(C units, p. 281)
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 Contrast terminable units (T units) |
|
deep-structure ambiguity, p. 268
Ch. 8 School-Age Years and Beyond |
deep-structure ambiguity, p. 268
A form of sentential ambiguity in which a non serves as an agent in one interpretation and as an object in another. Example: The duck is read to eat can mean "The duck is ready to be eaten" or "The duck is hungry." Contrast surface-structure ambiguity. |
|
diagnostic assessments, p. 278
Ch. 8 School-Age Years and Beyond |
diagnostic assessments, p. 278
Evaluations performed anytime during the school year to obtain an in-depth look at a specific child's instructional needs. |
|
expressive elaboration, p. 274
Ch. 8 School-Age Years and Beyond |
expressive elaboration, p. 274
When the components of story grammar are combined in an expressive or artful manner of storytelling. |
|
figurative language, p. 258
Ch. 8 School-Age Years and Beyond |
figurative language, p. 258
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 |
|
formative evaluations, p. 278
Ch. 8 School-Age Years and Beyond |
formative evaluations, p. 278
Assessments 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. Contrast summative evaluations. |
|
functional flexibility, p. 271
Ch. 8 School-Age Years and Beyond |
functional flexibility, p. 271
The ability to use language for various communicative purposes (e.g., requesting, stating, persuading). |
|
homographs, p. 267
Ch. 8 School-Age Years and Beyond |
homographs, p. 267
Words that are spelled the same and may sound alike (e.g. row a boat vs. row of homes) 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. See also homonyms; homophones. |
|
homonyms, p. 267
Ch. 8 School-Age Years and Beyond |
homonyms, p. 267
Words that are alike in spelling and pronunciation but differ in meaning (e.b. brown bear vs. bear weight). A specific type of homophone. |
|
homophones, p. 267
Ch. 8 School-Age Years and Beyond |
homophones, p. 267
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. See also homographs; homonyms. |
|
hyperbole, p. 260
Ch. 8 School-Age Years and Beyond |
hyperbole, p. 260
A type of figurative language that uses exaggeration for emphasis or effect. Example: I nearly died laughing. |
|
idioms, p. 260
Ch. 8 School-Age Years and Beyond |
idioms, p. 260
Expressions that contain both literal and figurative language. Two types of idioms are opaque and transparent. Example: He got out of the wrong side of bed. |
|
lexical ambiguity, p. 267
Ch. 8 School-Age Years and Beyond |
lexical ambiguity, p. 267
When words or phrases have multiple meanings. Provides the humor in jokes, riddles, comics, and so forth. Example: That was a real bear (bear has several meanings). See also sentential ambiguity. |
|
literate language, p. 268
Ch. 8 School-Age Years and Beyond |
literate language, p. 268
Language used without the aid of context cues to support meaning: highly decontextualized language. |
|
metalinguistic competence, p. 257
Ch. 8 School-Age Years and Beyond |
metalinguistic competence, p. 257
The ability to think about and analyze language as an object of attention. Acquired mainly in the school-age years. |
|
metaphor, p. 258
Chapter 8 School-Age Years and Beyond |
metaphor, p. 258
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. |
|
morphophonemic development, p. 271
Chapter 8 School-Age Years and Beyond |
morphophonemic development, p. 271
When an individual attains the ability to make sound modifications by joining certain morphemes (/əz/ in matches), to use vowel shifting ( aɪ/ to /ɪ/ in decide-decision), and to use stress and emphasis to distinguish phrases from compound words (green house vs. greenhouse). |
|
outcome assessments, p. 278
Chapter 8 School-Age Years and Beyond |
outcome assessments, p. 278
Evaluations conducted to help determine the discrepancy between expected and observed outcomes in a particular area. |
|
phonological ambiguity, p. 267
Chapter 8 School-Age Years and Beyond |
phonological ambiguity, p. 267
A type of sentential ambiguity in which varying pronunciations of a word change the meaning of a sentence. Example: She needs to visit her psychotherapist vs. She needs to visit her psycho therapist. |
|
polysemous, p. 267
Chapter 8 School-Age Years and Beyond |
polysemous, p. 267
Having more than one meaning |
|
prereading stage, p. 255
Chapter 8 School-Age Years and Beyond |
prereading stage, p. 255
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. |
|
progress-monitoring assessments, p. 278
Chapter 8 School-Age Years and Beyond |
progress-monitoring assessments, p. 278
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. |
|
proverbs, p. 261
Chapter 8 School-Age Years and Beyond |
proverbs, p. 261
Statements that express the conventional values, beliefs, and wisdom of a society. A type of figurative language. |
|
screenings, p. 278
Chapter 8 School-Age Years and Beyond |
screenings, p. 278
Brief assessments used to identify possible areas of difficulty that may signal a need for more in-depth evaluation. |
|
similes, p. 259
Chapter 8 School-Age Years and Beyond |
similes, p. 259
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. |
|
summative evaluations, p. 278
Ch. 8 School-Age Years and Beyond |
summative evaluations, p. 278
Assessments focused on the products (rather than the process) and final outcomes of language learning and development. Contrast formative evaluations. |
|
surface-structure ambiguity, p. 267
Ch. 8 School-Age Years and Beyond |
surface-structure ambiguity, p. 267
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. Contrast deep-structure ambiguity. |
|
terminable units (T units) p. 281
Ch. 8 School-Age Years and Beyond |
terminable units (T units) p. 281
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. Contrast communication units (C units). |
|
accents, p. 289
Ch. 9 Language Diversity |
accents, p. 289
Varieties of language that vary only in pronunciation, not in vocabulary of grammar. Contrast dialects. |
|
communication accommodation, p. 289
Ch. 9 Language Diversity |
communication accommodation, p. 289
The way in which a culture deals with infant-directed speech. It can range from highly child centered to highly situation centered. |
|
comprehensible input, p. 311
Ch. 9 Language Diversity |
comprehensible input, p. 311
Langauge input that is just slightly ahead of the learner's current state of grammatical knowledge. Also known as the i + 1 level, where i is the learner's current state of knowledge. Part of Krashen's (1985) theory that language that contains structures a second language (L2) learner has already mastered will not help his or her acquisition of the L2, nor will input that is too difficult. |
|
critical period hypothesis, p. 310
Ch. 9 Language Diversity |
critical period hypothesis, p. 310
The theory that the time between birth and puberty is crucial for language acquisition and that adolescents and adults may experience difficulty acquiring a second language. |
|
dual language learners, p. 297
Ch. 9 Language Diversity |
dual language learners, p. 297
People who learn two or more languages simultaneously, sequentially as a second language in school in the United States, or as a foreign language. |
|
dual language system hypothesis, p. 300
Ch. 9 Language Diversity |
dual language system hypothesis, p. 300
The idea that bilingual children have two separate language systems from the start. According to this theory, bilingual children do not move through stages whereby they eventually differentiate between the two languages. Contrast unitary language system hypothesis. |
|
general all-purpose verbs, p. 307
Ch. 9 Language Diversity |
general all-purpose verbs, p. 307
Also called CAP verbs. The verbs make, do, and go. Children rely on these verbs heavily during the fourth stage of L2 development, or the period of language productivity. |
|
home language stage, p. 305
Ch. 9 Language Diversity |
home language stage, p. 305
First stage of learning English as a second language. During this stage, children use their home language in the classroom with other children and adults. They usually cease to do so upon realizing that it does not promote successful communication with other people See also language productivity; nonverbal period; telegraphic and formulaic use. |
|
interlanguage, p. 302
Ch. 9 Language Diversity |
interlanguage, p. 302
The language system speakers crate during second language (L2) acquisition. It includes elements of the first language (L1) and the L2 as well as elements found in neither of the two languages. Example: L1 phonology combined with L2 syntax, such as "I bring not the children" by a speaker with German as the L1 and English as the L2 |
|
interutterance mixing, p. 301
Ch. 9 Language Diversity |
interutterance mixing, p. 301
When code switching occurs between utterances. Contrast intrautterance mixing. |
|
language fossilization, p. 302
Ch. 9 Language Diversity |
language fossilization, p. 302
When the speech of a second language speaker becomes permanently established in the interlanguage. |
|
language productivity, p. 307
Ch. 9 Language Diversity |
language productivity, p. 307
The fourth stage of second language development, in which children are not yet proficient speakers of their second language but their communicative repertoire continues to expand. See also hoe language stage; nonverbal period; telegraphic and formulaic use |
|
language stabilization, p. 302
Ch. 9 Language Diversity |
language stabilization, p. 302
In second language (L2) acquisition, when the interlanguage stops evolving and L2 learners reach a plateau in their language development |
|
majority ethnolinguistic community, p. 298
Ch. 9 Language Diversity |
majority ethnolinguistic community, p. 298
A group of people who speak a language that the majority of people in an area (e.g., country, state, province) value and assign high social status. Example: Standard American English (SAE) speakers in the United States. Contrast minority ethnolinguistic community. |
|
minority ethnolinguistic community, p. 299
Ch. 9 Language Diversity |
minority ethnolinguistic community, p. 299
A group of people who speak a language that few people in the community speak or value. Example: Japanese speakers in the United States. Contrast majority ethnolinguistic community. |
|
nonverbal period, p. 306
Ch. 9 Language Diversity |
nonverbal period, p. 306
Second stage of learning English as a second language (ESL). During this period, children learn little to no language, instead beginning to acquire their second language receptively. Some children in this stage use gestures to communicate until they acquire a sufficient nunber of words in their second language. See also home language stage; language productivity; telegraphic and formulaic use. |
|
second language acquisition, p. 302
Ch. 9 Language Diversity |
second language acquisition, p. 302
Also called L2 acquisition or SLA. The process by which children who have already established a solid foundation in their first language (L1) learn an additional language. Contrast bilingualism. |
|
telegraphic and formulaic use, p. 306
Ch. 9 Language Diversity |
telegraphic and formulaic use, p. 306
The third stage of second language development. In this stage, children begin to imitate other people, to use single words to label items, and to use simple phrases that they memorize. The variety of communicative functions they can express is limited. See also home language system; language productivity; nonverbal period. |
|
unitary language system hypothesis, p. 300
|
unitary language system hypothesis, p. 300
|
|
acquired hearing loss, p. 343
Ch. 10 Language Disorders |
acquired hearing loss, p. 343
Hearing loss that occurs after birth as a result of such factors as noise exposure, infection, use of ototoxic medications, and chronic middle-ear infections. Contrast congenital hearing loss. See also postlingual hearing loss; prelingual hearing loss. |
|
activity, p. 317
Ch. 10 Language Disorders |
activity, p. 317
The behavioral or performance deficits that result from a disease. With regard to language disorders, the impact of an underlying neurological impairment on a person's comprehension or production of language form, content, and use in everyday circumstances. See also disease; participation in life. |
|
Asperger's syndrome, p. 336
Ch. 10 Language Disorders |
Asperger's syndrome, p. 336
A type of autism in which the person is considered "higher functioning." Persons with Asperger's have problems with social interaction; difficulty understanding figurative or abstract language; and restricted, idiosyncratic behavioral patterns and interests. Their language skills are well developed and not considered clinically disordered, but their language may be used in idiosyntratic and unconventional ways. See also autism; childhood disintegrative disorder; pervasive developmental disorder. |
|
auditory-processing disorder, p. 343
Ch. 10 Language Disorders |
auditory-processing disorder, p. 343
Abbreviated APD. Hearing loss that results from damage to the centers of the brain that process auditory information. contrast conductive loss; sensorineural loss. |
|
autism, p. 336
Ch. 10 Language Disorders |
autism, p. 336
A severe developmental disability with symptoms that emerge before a child's third birthday. Diagnostic criteria are impaired social interaction with other people; moderately to severely impaired communication skills; and restrictive, repetitive, and stereotypical behaviors and interests. See also Asperger's syndrome; childhood disintegrative disorder; pervasive developmental disorder. |
|
child-centered approaches, p. 352
Ch. 10 Language Disorders |
child-centered approaches, p. 352
Treatment plan strategies in which the child sets the pace and chooses the materials, and the clinician seeks ways to facilitate language form, content, or use in the context of the child-selected activities. One example is focused stimulation. Contrast clinician-directed approaches. |
|
childhood disintegrative disorder, p. 336
Ch. 10 Language Disorders |
childhood disintegrative disorder, p. 336
A disorder in children younger than age 10 years, ho appear to be developing normally until at least their second birthday but then display a significant loss or regression of skills in two or more of the following areas: language, social skills, bowel or bladder control, play or motor skills. See also Asperger's syndrome; autism; pervasive developmental disorder. |
|
child study team, p. 327
Ch. 10 Language Disorders |
child study team, p. 327
Also called the evaluation team. Group of people--including the general educator, a child's parents, and other professionals (e.g. school psychologist, special educator, speech-language pathologist) -- who engage in the systematic process of identifying approaches for the general educator to use to support the child's language skills in the classroom. This team also conducts multifactored evaluation to determine whether the child has a language disorder. See also prereferral intervention. |
|
clinician-directed approaches, p 352
Ch. 10 Language Disorders |
clinician-directed approaches, p 352
Treatment plan strategies in which the adult (therapist, teacher, parent) selects the activities and materials and sets the pace of instruction. One example is comprehension monitoring. Contrast child-centered approaches. |
|
closed-head injury, p. 242
Ch. 10 Language Disorders |
closed-head injury, p. 242
Abbreviated CHI. The most common type of traumatic brain injury (TBI), in which brain matter is not exposed or penetrated. One cause in infants is shaken baby syndrome. Usually results in a more diffuse brain injury. Contrast open-head injuries. |
|
comprehension monitoring, p. 353
Ch. 10 Language Disorders |
comprehension monitoring, p. 353
A strategy used during a barrier task, in which the child must pause periodically to check whether the listener is following his or her instructions. Part of a clinician-directed approach to training children with language disorders to communicate more effectively with other people. See also strategy training. |
|
conductive loss, p. 343
Ch. 10 Language Disorders |
conductive loss, p. 343
Hearing loss resulting from damage to the outer or middle ear. Contrast auditory-processing disorder; sensorineural loss. |
|
criterion-referenced tasks, p. 349
Ch. 10 Language Disorders |
criterion-referenced tasks, p. 349
Tasks used to examine a child's performance level for a particular type of language task, such as understanding locational and spatial terms. Typically used as part of a comprehensive language assessment. See also dynamic assessment; norm-referenced tests; observational measures. |
|
cultural context, p. 318
Ch. 10 Language Disorders |
cultural context, p. 318
The cultural setting in which a child learns and applies language. Practitioners must take it into account when differentiating between a language difference and a language disorder. |
|
disease, p. 317
Ch. 10 Language Disorders |
disease, p. 317
An underlying physiological condition that impeded performance. With regard to language disorders, an underlying neurological impairment that causes a person to have difficulties with comprehension or production of language form, content, or use. See also activity; participation in life. |
|
dynamic assessment, p. 350
Ch. 10 Language Disorders |
dynamic assessment, p. 350
An examination of how a child's performance on a particular language task improves by giving the child different types of assistance. Typically used as part of a comprehensive language assessment. See also criterion-referenced tasks; norm referenced tests; observational measures. |
|
echolalia, p. 336
Ch. 10 Language Disorders |
echolalia, p. 336
Stereotypical repetitions of specific words or phrases. Commonly seen in association with autism spectrum disorder, which includes Asperger's syndrome, autism, childhood disintegrative disorder, and pervasive developmental disorder. |
|
language delay, p. 315
Ch. 10 Language Disorders |
language delay, p. 315
A late start to language development that is expected to resolve at some point. |
|
language disorder, p. 315
Ch. 10 Language Disorders |
language disorder, p. 315
Significant language development difficulties relative to those experienced by children developing normally. See also primary language impairment; secondary language impairment. Contrast language difference. |
|
language-learning disability, p. 316
Ch. 10 Language Disorders |
language-learning disability, p. 316
A language disorder in an older child that results in difficulties with academic achievement in areas associated with language, such as reading, writing, and spelling. |