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33 Cards in this Set
- Front
- Back
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What does the advanced language stage refer to?
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language normally learned from 11/12 yrs to young adulthood and is marked by:
- formal operational thought - advanced literate language skills |
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What is formal operational thought?
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refers to cognitive processes such as critical thinking, math, and verbal reasoning
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What are literate language skills?
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encompass:
1. vocabulary such as advanced adverbs, precise and technical terms, verbs with metacognitive connotations 2. growth in syntacic skills, pragmatic skills, and the ability to use expository writing |
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What kinds of things might you do when you are using formal operational thought?
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- metacognize (think about thinking)
- use critital thinking and deductive reasoning - use poetic forms such as metaphors and similies |
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How can we include students in assessment in the advanced language stage?
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- can aid in deciding what areas to assess
- make sure teen knows communication skills important for success in school and social/work life |
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What are sources for referral in the advanced language stage?
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- teachers
-counselors - students themselves - market ourselves |
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How can we market ourselves to students?
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-make sure class is for credit
- give name that is non stigmatizing like "communication studies" |
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What kind of testing do we use in the advanced language stage?
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- standardized testing may not be sensitive enough to all the problems encountered in the adult language phase
- do criterion referenced |
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what is a good place to start in assessing in the advanced language stage?
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taking a conversational and writen language sample
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What problems are typical in the advanced language stage?
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- word finding problems
- limited vocabulary - pragmatic errors in convo - limited use of complex sentences in writing |
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How do we establish student is in the advanced language stage and not L4L?
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The student can write more or less grammatical sentences, spell with some degree of accuracy, and organize some sequence of thoughts. Will have mastered basic oral language skills.
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What would a writing sample look like in a student that was still in the L4L stage?
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samples with short, simple sentences, errors in writing mechanics, no organization of macrostructure, with sparse ideas
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What are words that are important to the literate lexicon?
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-technical terms (circumference)
- verbs of a metalinguistic nature (hypothesize) |
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How do we assess literate lexicon?
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use curriculum based words
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Are word definitions a good measure of vocabulary skills?
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Yes, students need to know superordinary and subordinate categories in order to define correctly
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"but ripe fruit soon spoils" would be an example of what?
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figurative language, which is important to measure in the advanced language stage. We can take examples for assessment out of cirricular materials
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What is one way we can tell if a student has word finding problems?
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if there is a significant discrepancy between expressive and receptive vocab scores (with expressive being much lower)
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How would we analyze a writing sample?
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- do error analysis
- divide into T units - find the clause density index |
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T or F- students in the advanced language stage should be able to comprehend all the sentence types in the language
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true
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What two things do we look at to assess productive syntax?
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- t unit length
- clause density |
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What is a T Unit?
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one main clause and all the subordinate clauses and non-clausal phrases attached to or embedded in it.
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How do we assess T Unit Length?
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it is measured in number of words, so it is the average number of words per t-unit. You would then compare this to developmental norms.
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How do we assess clause density?
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find the ratio of the total number of clauses in each t unit, then compare to developmental norms
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What are the three areas of pragmatic functioning we look at in the advanced language stage?
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- conversational skills
- classroom discourse - narrative skills (discourse competence) |
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What critical areas would we look at in assessing conversational skills?
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- topic maintenance
- responsiveness - relevance - informativeness |
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what are areas of classroom discourse we would examine in the advanced language stage?
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- following directions
- arriving prepared - using class time productively - making up missed assignments -using courtesy with teachers and peers - working cooperatively in student groups - appearing interested/participating in class |
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How do we assess classroom discourse?
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interview the student and the teacher
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What do we look for when assessing narratives in the advanced language stage?
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understanding story grammar- particularly the internal responses, internal plans and internal intentions- these are most difficult in narrative comprehension development
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internal responses, internal plans, and internal intentions in story grammar are all related to what?
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theory of mind
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What are some skills in addition to story grammar that are important in narratives?
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- making inferences
- summarizing - using cohesive ties/connectives |
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How can we assess if student understands internal responses and plans?
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simply by questioning student abouta story read from their literature curriculum
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what is involved in summarizing?
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- memorizing all the events
- understanding how they are all connected - logically sequencing them - selecting the most salient info |
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How do we assess cohesion?
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particular attention needs to be paid to adverbial conjunctions such as consequently, still, indeed, rather, however, nevertheless
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