Reading...
Play button
Play button
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;
32 Cards in this Set
- Front
- Back
|
What are the two phases of normal vocabulary development?
|
1. fast mapping = child makes a preliminary association bw a word and its reference (using present contextual and episodic cues)
2. Gradual addition of semantic information of the words meaning over time |
|
|
Why is number of different words preferred over type token ratio in semantic language analysis?
|
1. vocabulary growth is more evident using number of different words (better representation of the child's morphological development)
2. TTR tends to drop as children use repeated tokens of the small set of function words (not sensitive to language growth) |
|
|
What constitues "knowing" a word?
|
using a word functionally and generatively in novel situations for communicative puposes
|
|
|
Describe and give an example of semantic overextension and underextension
|
1. Over = when a child applies a label to a broad conceptual domain than is appropriate (ex. calling every four legged animal a dog) --> very broad
2. Under = applying a label to a concept that is too limited (ex. thinking all cookies are oreos, only calling THEIR pacifier a "baba") --> too narrow |
|
|
Provide an example of targeting spatial terms in vocabulary development
|
Activity: manipulate environmental objects to demonstrate on, under, above, next to, etc.; could use a picture or a story book
Teaching Steps: model spatial terms for child, mirror and map child's actions, self/parallel talk |
|
|
Provide an example of targeting amount terms in vocabulary development
|
Activity: compare antonyms --> child gets opposite objects and describes their opposing characteristics
Teaching Steps: model terms using objects, mirror and map child's actions, self/parallel talk |
|
|
What are the premises of early syntax intervention?
|
1. syntax goals should target elaboration over correctness (follows the natural learning of language and decreases cultural bias)
2. Syntax goals that are integrated with discourse goals are more likely to help children express their ideas cohesively (ex. discourse of play and storytelling) --> more natural need for complex linguistic forms = better generalization |
|
|
How can you assess syntax in preschool-aged children? What kinds of things would you assess?
|
1. Language sample analysis: MLU
2. Comparison analysis for multiple populations (dual lang. learners, spanish speakers) 3. Assigning structural stages --> index of productive syntax (measure of grammatical complexity based on 100-utterance sample - looks at types of syntactic and morphological forms used 4. Developmental sentence scoring - grammatical categories used are noted (ex. evidence of growing syntactic maturity) 5. Assess syntax for: subject-verb agreement, use of plurals, tense, pronouns, MLU |
|
|
How can focused stimulation be used to target complete and complex sentences?
|
targets specific vocabulary and forms, exposes child to multiple inputs without expectations for imitations, target = modeling --> giving everyday exs. of language
|
|
|
How can conversational recast intervention be used to target complete and complex sentences?
|
take what the child says and expand it, recast simple sentences as complex sentences, ex = C: Dog bark. A: The dog is barking because he is scared
|
|
|
How are narratives important to a child's developing language skills?
|
helps them comprehend higher level language forms, connects with peers and adults, organize experiences into interpretive wholes, facilitates language for more complex language comprehension and production, engages in literate language experiences
|
|
|
What is an account narrative?
|
telling an experience what you did to someone who was not there (Ex. telling your mom what you did at school today)
|
|
|
What is a recount narrative?
|
telling about a past event in the presence of someone who was there (ex. remember how funny it was when we....)
|
|
|
What is a eventcast narrative?
|
describing an ongoing even and planning for the future (ex. i'm going to be the mommy, and you be daddy, and we will....)
|
|
|
What are some cultural considerations when assessing narrative skills in a child?
|
mainstream working class americans --> comprehension is found in freq. story telling, imaginative stories encouraged
AA --> convey narratives in bible stories and personal experiences (few storybooks) Mexican --> tell stories about historical figures and real events (few storybooks) Chinese --> tell info texts about historical figures or events (few storybooks) |
|
|
What is dynamic assessment and how could it be applied to assessing narratives?
|
Test - Teach - Retest Sequence
can be used if the clinician is not sure if the ax procedure is not a part of the child's current experiences Application: ask children to think about important features of episodes then discuss |
|
|
How can preschool journaling be used to target emergent literacy?
|
have parents or teaching write down exactly what a child says while taking about their day --> can monitor and see progression of child's speech, also identifies areas that need work
|
|
|
How can reciprocal reading be used to target emergent literacy?
|
reading familiar story multiple times with scaffolding and picture supports
Cloze Techniques: cue the child to fill in short segments of text then longer ones; goal is for child to retell story in its entirety |
|
|
How can participation stories (ex. use of discussion, interpretation, reflections, and predictions) be used to target emergent literacy?
|
test for comprehension and interpretation
name characters after child, use a simple plot, have others tell the story --> all may help child become more engaged |
|
|
How and why can play be both a target and a context for other language targets?
|
encourages social play, emergent literacy, integration of cognitive-linguistic skills and social-emotional development, it is linked to representational skills; play and literacy require same mental processes; as play develops over time, it becomes more symbolic
|
|
|
What is functional play?
|
use of common objects (functionally) in a pretend manner (ex. using kitchen play set as a kitchen)
|
|
|
What is symbolic play?
|
using objects to symbolize other things (ex. using a block for a cell phone)
|
|
|
What is dramatic play?
|
using words/props to create a scene; inviting peers to join in events and creating a story
|
|
|
How would you assess play skills in a preschool-aged child?
|
observe age-appropriate play scenario with peers or alone; can use observational tool
|
|
|
What is CAP?
|
communication acts profiling --> gather a communication sample and code for communication acts
|
|
|
What are assertive and responsive acts?
|
Assertive; children initiate interactions by making a statement, comment or question
Responsive: child's communication is contingent upon the acts of others |
|
|
What are potential problems of the CAP?
|
no real rules for determining an imbalance bw assertive and responsive acts; inadequate attention given to nonverbal signs of comunicative intent
|
|
|
What are the key components of emergent literacy?
|
1. knowledge about books
2. metalinguistic awareness about: environmental symbols, print, and alphabet letters 3. narrative knowledge about: components of story grammar episodes (main characters, setting, dialogue) and cohesive devices for connecting parts of discourse |
|
|
Phonological Awareness
|
awareness that words have different sound properties such as rhyming (ex. generating rhyming words in story telling)
|
|
|
Phonemic Awareness
|
knowledge that different sounds can be manipulated to produce different words (Ex. changing /k/ wound to /b/ sound makes cat --> bat)
|
|
|
Print Awareness
|
understanding the nature and uses of print (ex. knowledge of where words are on a page in a book)
|
|
|
What are some ways to assess phonological awareness and word knowledge at the preschool level?
|
listening to books with a rhyme and refrain; changing the first sounds of a friends name in a playful manner; generating rhyming words in play or storytelling
|
