Exam 3: Final

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pre-reading stage

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birth to the beginning of formal education; witness to some of children's most critical development: oral lang. print awareness, and phonological awareness

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Stage one of reading

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initial reading/decoding stage

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Initial reading stage:

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5-7 years of age, children decode words by association with letters with corresponding sounds.

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Three phases of initial reading/decoding stage:

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substitution errors of initial reading phase: 1) errors with semantic and syntactic probability 2) errors with graphic resemblance 3) graphic and semantically similar

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the dog is growling = the dog is growing

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phase 3: graphic and semantic similarity

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the dog is growling = the dog is green

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phase 2: looks similar but doesn't make sense

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the dog is growling= the dog is barking

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phase 2: semantically similar only

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confirmation, fluency, and ungluing from print

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STAGE 2: ages 7-8. -hone decoding skills, experience confirmation as the become more confident in reading. proficient with high frequency words. TRANSITION from learning to read to reading to learn

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Fluency

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refers to reading that is efficient, well pace, free of errors

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ungluing from print

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children become more confident and fluent in reading ability; reading becomes more automatic. begin to focus on meaning.

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Reading to learn the new--a first step

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stage 3: grade 4-8, 9 (9-14 years)

read to gain new info, solidly reading to learn. 2 phases

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9-14 years phase 1:

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children develop ability to read beyond egocentric purposes so they can learn conventional info about the world. can read adult length, not level

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9-14 years phase 2:

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(12-14) children can read adult level. expands vocab, background and world knowledge, strategic reading habits

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Stage 4

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multiple viewpoints--high school. 14-18 years, increasingly difficult concepts and texts describing them. multiple viewpoints can be considered

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stage 5

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construction and reconstruction--a world view, college. 18 on. read selectively to suit their purposes. know which portions of text to read. make judgements about what to read, how much to read . advanced process to construct meaning from text.

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metalinguistic competence

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the ability to think about and analyze language as an object of attention.

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phonemic awareness

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attending to individual speech sounds in syllables and words

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sound manipulation

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most complex phonological awareness ability, is usually developed by 2nd grade, ex: say "rate without the r"

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what relationship is bidirectional

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phonemic awareness skills (blending c-a-t) and reading

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segmentationtask

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/k/ /ot/ for coat develops in relation to spelling awareness. helps when reading new words.

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language that people use in a figurative and abstract way

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figurative language

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true or false: figurative language involves metaliguistic abilitiy

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true because figurative language is an arbitrary code

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metaphor

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fig. language that infers that two objects are alike or the same ex: all the world's a stage

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metaphor: topic/target vs...

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vehicle/base. Topic = subject, vehicle = comparison

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two types of metaphors:

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predictive: 1-1, proportional: 2-2

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simile

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contain a topic, vehicle and the ground. different from metaphors because they make a comparison between explicit by using as, like

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hyperbole

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figurative language that uses exaggeration.

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idioms

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expressions that contain literal and figurative meaning.

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opaque idiom

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demonstrates little relationship between the literal and the figurative meaning

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transparent meaning

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relationship between figurative and literal (hold one's tongue)

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irony and sarcasm

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intentions are different from literal meaning of words used

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irony

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refers to unmet expectations that are not the fault of an individual, the irony is caused by the situation " what perfect weather" then it rains

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sarcasm

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intentional dissonance; reference to a specific individual's failure to meet an expectation

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dramatic irony

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audience is aware of facts that characters are not

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proverbs

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statements that express the conventional values, beliefs, and wisdom of a society

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communicative functions of irony:

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commenting, interpreting, advising, warning, encouraging

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Three areas of school-age language form progress:

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1) phonological development, 2) morphological development, 3) complex syntax development

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morphophonemic development

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sound modification when morphemes are combined, vowel shifting,

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vowel shifting:

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decide-decision, serene-serenity 16-18yr of age

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phonological development: age 5-6

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plural morphemes, can manipulate and blend phonemes in words

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phonological development age 7-8:

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can produce all american sounds

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phon. dev. age 11-12

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uses stress and emphasis to express precise intent

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phon. dev. age 16-18:

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uses vowel-shifting rules

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syntax/morphology development age 5-6:

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produce some sentences with passive voice, use morphology to infer the meanings of new words

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syntax/morph age 7-8:

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elaborate noun phrases, adverbs, conjunctions, some mental and linguistic verbs. comprehends conjunctions like because, so, if but, before, after, then, uses adult ordering of adjectives, uses full passives, derivational suffixes

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syntax and morph age 9-10

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understand verbs like believe and promise. Uses pronouns to refer to elements outside of the immediate sentence.

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syntax/morph age 11-12

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if and though

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syntax and morph 13-15

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understands unless; understands all types of clausal embedding

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syntax and morph 16-18

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uses more words for communication in writing than in speaking

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5-6 years semantics

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"learns to read" by decoding

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7-8 semantics

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begins multiword definitions. uses dictionary to define new words. decoding skills to read unfamiliar words.

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9-10 semantics age

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begins to read for information

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11-12 semantics

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create abstract definitions. reads on a general adult level, reads to expand vocab.

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13-15 semantics

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understand proverbs. considers multiple viewpoints when reading.

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16-18 semantics

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60,000 word meanings. considers multiple view points

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prgamatics 5-6

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uses mostly direct requests. repetition is the solution to conversational repair, produces 4 types of narratives

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comprehends indirect requests and hints, uses diectic terms (direct) produces narrative plots

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7-8 pragmatics

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9-10 pragmatics

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sustain topics through many convesational turns, address perceived source of a conversational breakdown, produce all elements of story grammar in narratives

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11-12 pragmatics

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sustain abstract topics of conversation

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13-15 pragmatics

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understand jokes containing lexical and syntactic ambiguities

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16-18 years pragmatics

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use sarcasm and double meanings. use metaphors. recognize multiple perspectives.

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derivational prefix example

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un- unhealthy

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derivational suffixes

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-hood in childhood

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derivational suffixes can change a word's

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form, meaning, class, or both

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complex syntax

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developmentally advanced grammatical structures that mark a literate/decontextualized language style.

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noun phrase post modification

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complex syntax: ex: called

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passive voice

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complex syntax: the fish were caught

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4 areas of content development:

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1)lexical development 2) understanding of multiple meanings, 3) understanding of lexical and sentential ambiguity 4) development of literate language

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three ways to learn new words:

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1) direct instruction 2) contextual abstraction, 3) morphological analysis

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direct instruction:

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learning the meaning of a word directly from a more knowledgable source: i.e. teacher, dictionary

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contextual abstraction:

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using context clues in both spoken and written forms of language to determine the meanings of unfamiliar words.

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pragmatic inference

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bring a person's personal knowledge or background to a text

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logical inference

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use only the information provided by the text

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morphological analysis

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analyzing lexical, inflectional, and derivational morphemes or unfamiliar words to infer their meanings. ex: homophone (same + sound)

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lexical ambiguity

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ex: the word bear has several meanings.

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homophones:

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words that SOUND alike but have different meanings: bear, vs bare or bear weight vs brown bear

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homographs

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words that are spelled the same but have different meanings: row a boat vs. row of chairs or record player vs record a movie (heteronym/heterophone)

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homonyms:

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alike in spelling AND pronunciation but have different meanings. HOMOPHONES + HOMOGRAPHS= HOMONYMS

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Sentential ambiguity

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ambiguity with different components of sentences, includes lexical, phono, surface-structure, and deep-structure ambiguity

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phonological ambiguity

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occurs when a LISTENER confuses sound sequences. I can't wait for the weekend, vs weak end

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surface-structure ambiguity

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words within a sentence can be grouped two different ways. (I fed her bird seed vs I fed her BIRD seed) or long cow joke

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deep-structure ambiguity

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a noun is the subject of a sentence in one interpretation but as an object in another (the duck is ready to eat)

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literate language

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language that is highly decontextualized

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two ends of the language development continuum

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oral-----literate

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four features of literate langauge:

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1) elaborate noun phrases, 2) adverbs 3) conjunctions 4) mental and linguistic verbs

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functional flexibility

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ability to use language for a variety of communicative purposes or functions. ex: compare and contrast, persuade, hypothesize etc

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theory of mind

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ability to recognize that others have different intentions, beliefs, and desires

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structured peer relationship

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a strategy for helping people with AS, peers commit to interacting and supporting the AS person.

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episode

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the statement of a problem or challenge and all the elements that relate to it.

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expressive elaboration

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the combination of narrative elements in an expressive and artful manner of storytelling

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appendage

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once upon a time... etc, cues for a story beginning or end

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evaluations

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in a story, ways a narrator uses elements to convey perspectives

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hedge

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modifies the intensity of a statement by weakening it: sort of, kind of

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boosters

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really, very,

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formative evaluations

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used when practitioners want guidance on what language-learning activities to use as well as a when they want to focus on the process. teacher uses the assessment, then focuses on the words a student does not know

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summative evaluation

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focus on the products or final outcomes of language learning.

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screenings

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brief assessment to identify students who need help

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comprehensive evaluations

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obtain in-depth probe of a specific child's needs. usually used to identify a language disability

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progress monitoring assessments

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routine, document a child's rate of improvement

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picture and verbal cues, assesses phonological development. samples individual's spontaneous or imitative sound production and consonants

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Goldman-Fristoe test

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to measure syntactic development?

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language samples, elicitation procedures, standardized measures

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c units

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communication units; used for oral analysis, have incomplete sentences

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t units

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terminable units, analyzed to used written language, complete sentences only

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standardized test that measures syntactic development

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test of language development-I:4

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towk

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test of word knowledge: children 5-17, test students semantic and lexical knowledge through ability to understand and use vocabulary