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39 Cards in this Set
- Front
- Back
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*
Literacy Definition |
a. the ability to read and write (decode and encode)
b. integration of listening, speaking, reading, writing, and critical thinking c. involves numeracy, cultural knowledge, and community |
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Literacy Restraints |
a. cultural restraints on use of oral and written lang
NB: document use = legal and medical docs |
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***
Literacy is Essential B/C |
a. allows one to fully function in society
b. correlation w/ recidivism (repeat criminals) |
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****
Limitations of Illiteracy |
a. stereotypes
b. uneducated c. hard to advocate for self d. loss of independence e. jobs and therefore cash f. social g. disenfranchisement (can't vote) |
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*****
Literacy Rates |
a. USA = 97%+ are "functionally literate" (11th place w/ 22 other countries)
b. highest rates = america, canada, europe, australia, and argentina c. lowest rates = asia and africa d. 2011 = 47% detroit r illiterate mostly due to kids being absent from school |
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a
Evolving Perspectives |
a. target of clinical process
b. setting of clinical intervention c. scope of language |
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aa
Target of Clinical Process |
a. prevention*
b. rehabilitation c. habilitation NB: focus on prevention and response to intervention (rti = intervention before assessment for at risk kids) |
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aaa
Setting of Clinical Intervention |
a. evidence-based practice (ebp) has strong influence on tx methods and materials
b. tx efficacy: efficiency and effectiveness |
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aaaa
Increased Scope of Language |
a. initial focus on "language form" - phonology, articulation, grammar
b. addition of higher level meaning and multiple functions: figurative lang and text types (sent, convo, mono, story grammar, expository) c. communication = goal d. so, oral lang develops but forms (decoding/encoding) are learned and used |
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aaaaa
Symantics |
a. meaning behind words and phrases
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b
Changes in Perspective of Language Impairment (LI) |
a. LI = deficit in child = traditional view
- assessment means measuring deficit - treatment means fixing child b. LI = mismatch b/w child & environ demands of classroom - assessment means exam child AND environ - treatment means reducing mismatch by building skills and adapting environ to child |
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bb
Hidden Curriculum |
a. implicit, assumed
b. while teaching spelling you have to sit quietly, raise hands, etc = HC c. difficult for kids with aspbergers and other LI |
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bbb
Perspectives of Context of Intervention |
a. teach skills in special training environ and then work for generaltions = pull out model = exclusive
b. teach skills in context of use and provide support while adapting environn = collaborative-consultative model = inclusive |
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bbbb
Specific Later Language Developments |
a. vocabulary
b. syntax and morphology c. conversation and narration d. persuasion and negotiation e. figurative language |
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bbbbb
Vocabulary |
a. word knowledge grows thru out life
b. by high school grad - 80k words c. vocab and reading skills go hand in hand esp if excited about reading (motivation) d. methods + reading = steadily increasing lexicon |
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c
Methods for Learning (3) |
a. direct instruction
b. contextual abstraction c. morphological analysis NB: b & c acct for most word learning and require metalinguistic skill (can manipulate lang symbols) |
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cc
Contextual Abstraction |
a. figure out def of word from rest of surrounding text
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ccc
Morphological Analysis |
a. figure out def of word from parts of word (ie. oceanography includes word ocean)
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ccccc
Polysemous Words |
a. multiple meanings (ie. run to store, run in tights, the car won't run)
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d
Double Function Words |
a. literal and abstract meanings (ie. she's cold)
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dd
Adverbs of Likelihood & Magnitude |
a. might, could
b. greatly, overwhelmingly |
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ddd
Metalinguistic and Metacognitive Verbs |
a. infer, predict, interpret
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cccc
Types of Vocabulary |
a. polysemous words
b. double function terms c. adverbs of likelihood & magnitude d. metalinguistic & metacognitive verbs |
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dddd
Syntax & Morphology |
a. Up in intra and inter-sentenial growth
b. sentences gradually increase in: length, complexity, informational density c. discourse is more logical and cohesive across sentences (cohesive = critical variable - look at this to determine kid's level of discourse) |
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ddddd
Intra-sentential Growth |
a. growth of noun phrase (NPs) and verb phrases (VPs)
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e
Noun Phrases |
a. opposites
b. elaborated subjects c. post modification w/ prepositional phrases (the pond, across the street from my house,) c. nonfinite verbs d. relative clauses NB: noun phrases are sub or obj phrases, ie. jane, my friend, |
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ee
Verb Phrases |
a. modal auxiliary verbs (may, might, could)
b. perfect aspect c. passive voice |
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eee
Conversation Improvements |
a. stays on topic longer b/c knows more about world
b. has extended dialogues w/ others c. makes more relevant and factually based comments d. shifts gracefully from one topic to another e. adjusts content and style of speech to thoughts and feelings of listener |
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eeee
Narration Improvements |
a. produces longer stories w/ more detail and better story grammar (organization)
b. stories have more episodes and more complete episodes c. sub plotting (embedding of episodes) d. more cohesion across episodes e. more included (emotions, thoughts, plans) f. more effort made to entertain and engage listener |
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f
Persuasion |
a. adjusts to listener characteristics
b. states advantages to listener as reason to comply c. anticipates and replies to counterarguments d. uses pos strategies like politeness and bargaining e. stops neg strategies like whining and begging f. makes bigger and more varied arguments g. controls discourse assertively NB: Goal is to see it my way |
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ff
Negotiation |
a. takes social perspective of another
b. shows awareness of needs, thoughts, feelings of other c. reasons w/ words d. uses cooperative and collaborative strategies e. shows concern for group welfare f. shows concern for long term implications of conflict g. shows willingness to compromise NB: Goal is to compromise |
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eeeee
Persuasion & Negotiation |
a. together = communicative intentions
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fff
Figurative Language |
a. idioms & slang terms
b. metaphors & similes c. proverbs & fables |
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ffff
Idioms & Slang Terms |
a. improves during school age and teens but some remain confusing until adulthood
b. context, literacy skills, and cognitive levels help understanding c. can't understand w/ just understanding individual words d. example = slap on the wrist, throw a party e. main way to learn = trial and error f. lower knowl of idioms if hard of hearing |
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fffff
Slang for Boys |
a. money
b. cars c. bikes |
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g
Slang for Girls |
a. clothing
b. looks c. boys d. popular people |
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gg
Metaphors & Similes |
a. production increases during teen years
b. use dictated by situational forces like writing tasks (compare dissimilar objects) c. more important that they understand vs use d. analogical reasoning = what r similar char b/w things being compared e. example = his wallet was like a school after 3pm (empty) |
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ggg
Proverbs |
a. statements that express collective values, beliefs, and wisdom of a society
b. example = penny saved is penny earned c. understanding is related to general cognitive ability as measured by tasks of analogical and syllogistic reasoning (a is to be as c is to d) and to frequency of exposure and concreteness of nouns |
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gggg
Fables |
a. short, imaginative stories that end with a proverbial statement or moral
b. example = tortoise and the hare (slow and steady wins the race) |
