Cset

Front 1

Language

Back 1

a system of conventional vocal signals by means of which humans communicate

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Phonology

Back 2

The sound system of language

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morpheme

Back 3

the smallest meaningful unit that can not be divided into smaller meaningful units
EX: flower is a single morpheme, cornflower consists of 2 morphemes

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syntax

Back 4

the examination of various ways words combine to create meaning, study of how sentences are formed, and the pattern or structure of word order in sentences

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phoneme

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this is the first sound an infant makes. It is the smallest unit of sound that can change the meaning of a word. Phonemes are single vowel and consonant sounds
EX: oo/ee/ou/sh

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Semantics

Back 6

Rules that govern what the meaning of language communicates (vocab). In other words, how meaning is related to surface structure of language. A learned condition

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Alphabetic Principle

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the idea that in English, written words are made up of letters that approxomately match the sounds that are heard when we speak these words, that written and oral language correspond to each other

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Blend

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Combining the letter sounds in order to pronounce a word "sounding out"

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Digraph

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2 letters that make one speech sound
EX: th for /th/ or sh for /sh/

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Dipthong

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The new vowel sound produced from 2 vowels in the same syllable
EX: /oy/ in boy or /i/ as in buy

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Phonemic awareness

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The understanding that phonemes or sounds make up speech words. Phonemic awareness includes the ability to blend, segment, and manipulate phonemes in spoken words. It's an auditory skill and does not involve the use of print

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Phonics

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A strategy to teach reading and spelling that involves the relationship between sound and written symbols

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Child Directed Speech

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Also called Motherese.
Adults modify their speech to make it easier for children to learn language including sentence structure, repeating key words and focusing on present objects.

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Fast mapping

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A process whereby young children are able to use context to arrive at a quick guess of a word's meaning, nouns (objects) are easier to fast map than verbs (actions)

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Habituation

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Infants and children repeat sounds that are reinforced. Children can distinguish abstract rules for sentence structure
EX: 7 mo. old listening to to nonsense words [wo fe wo] could discriminate against [ga ti ti]

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Overregularizations

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In early childhood, children begin to use past tenses and plurals in speech. About this time they also begin to add regular forms on irregular nouns (saying "foots" instead of feet)

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Private Speech

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Talking outloud to onesself with no intention to communicate with others. Helps children to integrate language and thought

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Telegraphic Speech

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simplified speech or an early form of speech. Ususally a 2 word sentence spoken by a 2 year old. 1st Sentences consist of just enough words to get the meaning across
EX: I cold

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Underextensions

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Early word errors
EX: Child has a dog, mother points to neighbor's dog and say "dog", child says "no"

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overextensions

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Early word errors that occur when a child overextends the meaning of a word
EX: child knows what a TV looks like, sees a computer screen and calls it a TV

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Adjectives and Adverbs

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Modifiers, give additional info about nouns or verbs
EX: The COASTAL regon is known for its FOGGY nights or Acting QUICKLY

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Comparisons

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the words as and then are often part of the structure of comparison sentences
EX: Kurt is AS talented as other musicians

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Dangling Modifiers

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A modifier "dangles" when it does not clearly or logically refer to the statement immediately following it
EX: Strolling along the beach, a wave suddenly drenched us. Should be: While we were strolling along the beach a wave suddenly drenched us

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Sentence fragments

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An incomplete sentence, one in which crucial info is missing
EX: After the move is over

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Pronouns

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Use I, he, she, we and they in place of the subject of a sentence

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Subject-verb agreement

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plural subject goes with plural verb, singular subject with singular verb
EX: The CRATE of nails, bolts and hinges WAS delivered

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Language developement and Acquisition
Infant (0-12 mos):

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Early vocalizations are spontaneous sounds of cooing (vowels) or crying. Then babbling sounds (phonemes) begin with sounds more like patterned speech with consonant-vowel strings (da-da-da-da)

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Language developement and Acquisition
Toddler (18-24 mos):

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1st Sentences (2 words) are spoken. Can understand grammatical relationships, but cannot yet express. Toddler uses articles (the, a) and prepositions (on, in) conjunctions (and, but) and verb to be (am, are, is). Word errors usually include underextending meanings

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Language developement and Acquisition
Toddler (1 yr- 18 mos):

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First words are spoken. Usually familiar objects or people. Simple monosylabic words such as "momma" or "bye bye"

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Language developement and Acquisition
Early Childhood (3-4 years)

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Learns about 8-9 words each day. Average vocab 1,000 words. Can talk about things not present. Uses plural and progressive forms of nouns "cats and cat's". Adds -ing to verbs. Knows that more than one adjective can apply to the same noun (Rusty is black and fluffy). Starts private speech.

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Language developement and Acquisition
5-7 years old

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Has many "why" questions. "How many stars in the sky?" Can understand metaphor "You sound like a quacking duck" Can use 4-5 word declarative sentences "I am not sleepy" or interogative sentences "Why can't I go?" and imperative "Turn off the TV" Uses conjunctions, prepositions and articles regularly. Understands syntax. Errors in overregularizations, transitive or intransitive verbs such as "she singed a song". At 6 yrs average vocab is 2,500 but speaks about 8,000-14,000 words. Speech more adultlike

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Language developement and Acquisition
Adults

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Pick up new words and new ways of saying previously acquired words by expisyre to their use in different situations

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Stages of Literacy Developement
Pre-Alphabetic:

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Pre-K - K. Beginning of awareness that text progresses from left to right. Recognizes distinctive visual cues in environmental print, such as letters and names

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Stages of Literacy Developement
Early Alphabetic

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Grades K-1
Letters are associated with sounds. The student begins to read simple CVC words (such as mat, pin, sun). Usually represents such words with a single sound. Will later spell with first and last consonant.
EX: CT for Cat

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Stages of Literacy Developement
Middle and Late Alphabetic

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Grade 1
When writing, vowels are included in each syllable. When reading, students begin to recognize "chunks" or phonograms

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Stages of Literacy Developement
Orthographic

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Grades 2-3
Students read larger units of print and use analogy to decode larger words. Decoding becomes fluent. Accuracy and speed when reading is stressed.

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Etymology

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The study of the history of words. How words change from culture to culture over time

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Denotation

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A literal meaning of the word

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Connotation

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an association (emotional or otehrwise) which the word evokes