Csd 240 Quiz; Weeks 12 And 13

Front 1

What does conscious knowledge of a language allow us to do?

Back 1

-It allows us to study and find patters in language

Front 2

What is conscious knowledge of language?

Back 2

-Not the same as our unconscious language of phonological, morphological, syntactic, semantic, and pragmatic rules.

Front 3

Explicit=?

Back 3

*Explicit=CONSCIOUS knowledge
(i.e. Paris=capital of France, 2+2=4, etc)

Front 4

Implicit=?

Back 4

*Implicit=UNCONSCIOUS knowledge
(sort of unspoken, not such black and white knowledge)

Front 5

What are some aspects of preschool language?

Back 5

*It focuses on the here and now
-I'm eating cookie
-Got to sleep now

Front 6

What are some aspects of school-age language?

Back 6

*It is decontextualized; not hooked to the present context
-Narratives; like a story
-Explanations; give information about
-Questions; duh
-Sentences; "I want everyone to write five sentences about..."

Front 7

What is semantic awareness?

Back 7

*Explicit awareness of word meaning, sentence meaning
*Uses:
-ambiguity/multiple meanings; (I see)
-homonyms; (to, two, too)
-synonyms-word equivalents; (sniff, smell)
-figurative language; (she's purdy as a rose)
-humor; (often depends on ambiguity)

Front 8

What is syntactic awareness?

Back 8

*Explicit awareness of syntactic structure of sentences
-i.e. grammaticality judments, like whether or not something sounds like a proper sentence
(grammaticality judgements are used when children need to edit their writing)
(also used in dialect-shifting)

Front 9

What is phonological awareness?

Back 9

*An awareness of and the ability to manipulate phonological statements
-essential skill for early reading
*Many components of phonological awareness;
-rhyming
-segmenting into syllables (pi-a-no)
-segmenting into phonemes (c-a-t)
-blending syllables or phonemes (cup+cake=cupcake)

Front 10

What is phonological awareness?

Back 10

*Sensitivity to the sounds in spoken words
-highly linked to reading ability

Front 11

What are phonics?

Back 11

*Relationships between sounds and letters
- "x" in the word, fox, is said like "ks"

Front 12

How is phonological awareness different than phonics?

Back 12

*Phonological awareness is the ability to break down speech into smaller units
(syllables and phoneme segments)
-phoneme segments AREN'T the same as letters

Front 13

How is speech continuous?

Back 13

*In order to learn to read, children need to learn to break down speech into phrases, into words, and into phonemes.

Front 14

What is the development of metalinguistic abilities like?

Back 14

*Children's abilities develop gradually during the early elementary years
-preschoolers understand literal, but not figurative, meanings of words
-preschoolers have difficulties segmenting words into separate sounds

Front 15

What is involved in semantics?

Back 15

*Non-literal (metaphoric) meaning
-comprehension of metaphors gradually increases with age

Front 16

Do all children go to school with phonological awareness?

Back 16

› Most 5-year-olds and many 6- and 7-year-olds are
not able to perform a conscious and explicit
segmentation of words into their constituent
phonemic elements.
› Phonological awareness is essential for decoding.
› Reading ability and phonological awareness are
highly inter-related.
› Children with higher phonological awareness in
kindergarten are better readers in first grade.
› Children with better reading

Front 17

What is the first skill to develop in acquisition of phonological awareness in children?

Back 17

*Rhyming
-ability to recite familiar rhymes
-rhyme detection
-making up rhymes

Front 18

Gradual acquisition of phonological
awareness

Back 18

› Research on preschool and early elementary
school children suggests that:
› Segmentation and blending develop after
rhyming and develops gradually:
› Children able to segment and blend syllables before
phonemes.
› Initial sounds first (kindergarten age)
› Final sounds later (first grade)
› Many children cannot segment until after they
learn to read.

Front 19

Why can first graders successfully complete some types of metalinguistic tasks that kindergartners can’t?

Back 19

Linguistic abilities have matured
›- first graders study events in the world (for example, the Olympics), not just share personal experiences
› First grade reading instruction stresses these skills:
›  think of a word that starts with “c”
› The process of learning to read also gives access: What is a word?
› Function words are much clearer when they are written: “the” “is”
› The process of learning to read also makes segmenting so much easier: “cat” = C A T

Front 20

What is "school language"?

Back 20

-the way you have to talk at school
-a lot of pragmatics involved
-have to acquire metalinguistic knowledge
-important in learning a wide variety of new skills

Front 21

What is literacy?

Back 21

*A combination of reading and writing
(we know more about the reading aspect)

Front 22

When does "emergent literacy" occur?

Back 22

-Up to about age 5

Front 23

What kind of instruction methods are used in the "emergent literacy" phase?

Back 23

-Not directly teaching, but more of exposing

Front 24

When does "conventional literacy" occur?

Back 24

-1st grade on

Front 25

What kind of instruction is used in the "conventional literacy" phase?

Back 25

-more explicit teaching

Front 26

What are the four domains of Emergent Literacy?

Back 26

1. Print Knowledge; knowing things like holding a book the right way, or what a list is vs. a story, or how different symbols mean different things)
2. Phonological awareness;
3. Writing; learning that print is meaningful, learning to write name
4. Oral Language; (is a good predictor of future language success)
(*the four domains develop simultaneously)

Front 27

What do we know about SES and Print Environment?

Back 27

-it is partially true that lower SES leads to lower print environment
*BUT quantity>quality
-lower SES sees it as the SCHOOL'S job to teach children literacy, not the home's

Front 28

What effect does Book Sharing/Shared Reading having on children?

Back 28

-rereading of same book is very important for kids learning
-engaging the child in the story is very important
-drawing child's attention to actual words is also very important

Front 29

What is one of the most important factors in the school environment?

Back 29

*Most important factor=what the teacher actually says (biggest predictor of future success); not just during lesson, but throughout the whole day and like how they respond to the children and engage with them
-quantity and quality
-actually engaging on a consistent basis is vital

Front 30

Conventional Literacy;
*Chale Model of Reading?

Back 30

*2 Phases of Reading;
1. Learning to Read; K-2nd Grade
-goal is to master the basics
2. Reading to Learn; 4th grade and up
-goal is to gain additional knowledge through reading
*6 Stages;
0. Pre-Reading; Pre-K-K
1. Decoding; 1st-2nd
2. Automaticity; 2nd-4th (smooth out speech)
3. Reading to Learn; 4th-8th
4. Reading for Ideas; 8th-12th
5. Critical Reading; college
6.