School Age Language Final

Front 1

maximally ready to acquire language between the age of _______ to _____.

Back 1

2 to 12

Front 2

refers to cognitive process in which initial representation of a new word is made after minimal exposure

Back 2

fast-mapping

Front 3

Syntagmatic-paradigmatic shift

Back 3

Semantic reorganization occurring between 5 and 9 years.
In word association tasks, a 5 yr. old would likely respond with syntactically related word (that would follow in a sentence).
By age 9, a child would respond with a semantically related word.

Front 4

The lexical (e.g., service, talk), inflectional (e.g., -ed), & derivational (e.g., -ive, -ness) morpheme components of unfamiliar words are used to infer the meaning of the entire word.

Back 4

Morphological analysis

Front 5

the use of context clues to determine the meanings of unfamiliar words

Back 5

contextual abstraction

Front 6

This is one of the most effective and efficient ways of increasing word knowledge

Back 6

Contextual abstraction; fast mapping

Front 7

The ability to call up words with speed, clarity, and accuracy

Back 7

word finding

Front 8

Word finding dependent on two key processes, ______ and _______.

Back 8

Storage and retrieval

Front 9

require a focus search of the lexicon to produce a specific response.
EX:, “Tell me the name of this animal.”

Back 9

convergent tasks

Front 10

require a broad-range lexical search and are more flexible in the expected response.
EX:, “Tell me all the animals you can think of.”

Back 10

divergent tasks

Front 11

_____________ component includes knowing the larger category term from which a word is derived and the major characteristics of a word.

Back 11

linguistic

Front 12

__________component includes awareness of what constitutes an appropriate definition and the ability to analyze a word and abstract its category and characteristics

Back 12

metalinguistic

Front 13

_______ and ________ are figurative expressions that draw comparisons between items that are normally viewed as distinct

Back 13

metaphors and similes

Front 14

expressions that can have both a literal and a figurative interpretation, depending on the linguistic context.
Often occur in the speech of classroom teachers and in textbooks.
Can interfere with reading comprehension if not understood.

Back 14

idioms

Front 15

short, imaginative stories that conclude with a proverbial statement or moral

Back 15

fable

Front 16

Requires a listener to recognize a discrepancy between what is said and what is meant, and to realize the speaker’s purpose in making a comment.
Must have relevant background information, be aware of critical context cues, and pay attention to patterns of vocal intonation

Back 16

sarcasm

Front 17

told by European American children, stories about a single person or event that have a clear beginning, middle, and end

Back 17

topic-focused narrative

Front 18

preferred by AA children, link episodes thematically and involve principal characters as well as shifts in time and setting

Back 18

top-associating narratives

Front 19

reading-for-meaning approach

Back 19

whole language or literature based

Front 20

writing that is organized hierarchically and closely associated with paradigmatic mode of thought

Back 20

expository writing

Front 21

writing that is organized chronologically and uses a time line as its basis

Back 21

narrative writing

Front 22

setting in which you are surrounded by english speakers; setting in which you speak one language but you are taught completely in another

Back 22

submersion; immersion

Front 23

paradigm in which bonding language serves to identify members within in a group and to distinguish members from outsiders

Back 23

matched guise model

Front 24

one important aspect of the dev. of a literate lexicon is the ability to use ________ to infer the meaning of a new word from the linguistic cues that accompany it

Back 24

contextual abstraction

Front 25

ability to plan, organize, and reflect on our own cognitive strategies

Back 25

executive function; metacognition

Front 26

language normally learned when children are int he adolescent years, from age 12 through early adulthood

Back 26

advanced language development

Front 27

model that assumes that the deficit resides in the student and that the teacher must identify it and respond appropriately

Back 27

deficit model

Front 28

model that says that there may be a mismatch b/t the type of instruction provided and the manner in which the child learns OR factors beyond the scope of the school impair reading dev.

Back 28

contextual model

Front 29

2 major types of syntactic growth after the preschool years (Nippold, 2007):

Back 29

Intrasentential growth- occurs at the level of the individual sentence.
Intersentential growth- refers to the changes that occur in joining sentences.

Front 30

Syntactic growth during school-age development is charted by counting the mean number of words in:
_________________ (spoken samples)
__________________ (written)

Back 30

Communication units (C units)
Terminable units (T units)

Front 31

occurs when words commonly associated with one another co-occur in a passage of text

Back 31

collocation

Front 32

false starts, hesitations, and revisions in spoken language

Back 32

mazes

Front 33

___________is a monologue in which a particular event, condition, or experience is described.
Development is important for success in school, communicative effectiveness, and social interaction.
Klecan-Aker and Caraway (1997) found that the ability to tell original ______ is associated with higher levels of reading comprehension.

Back 33

Narratives

Front 34

Reading is __________

Back 34

is decoding and comprehension

Front 35

is the word recognition processes that transform print to words.

Back 35

decoding

Front 36

is the process of interpreting words, sentences and discourses.

Back 36

comprehension

Front 37

indicators for success in reading and writing?

Back 37

child’s oral language and metalinguistic skills

Front 38

What model?
Focuses on lower-level perceptual and phonemic processes and their influence on higher cognitive functioning.
Reading is seen as a step-by-step process. Each successive reading sub-skill must be mastered for success in reading

Back 38

Bottom-up model

Front 39

hierarchy of bottom-up model

Back 39

Letter perception, recognition of phonetic elements, words, groups of words, and finally sentence, paragraph, and passage meaning

Front 40

What model?
Reading is seen as a search for meaning.
Higher cognitive functions of concepts, inferences, and levels of meaning, influence lower-order information.
100% accuracy in word recognition is not as important as getting the general sense of what one is reading

Back 40

top-down

Front 41

what model?
consists of parallel processes of both top-down and bottom-up, providing information simultaneously.

Back 41

Interactive model

The term interactive refers to the interaction of different information sources available to readers, and not an interaction between reader and text

Front 42

Four primary sources of information?

Back 42

The phonetic features of letters, known as orthography
The sentence structure features of language, known as syntax
The meanings of language, known as semantics
The meanings each of us carries with us from human experience

Front 43

one of the ways to access a word's meaning:
by way of a phonological representation. This is also known as the phonetic approach.

Back 43

indirectly

Front 44

one way of accessing a word's meaning:
by way of visual representation. This is considered a whole-word approach (orthographic)

Back 44

directly

Front 45

Stage in the development of word recognition skills:


Children associate unanalyzed spoken words and one or more salient graphic features of the printed word.
Children do not use knowledge of letter names or sound-letter relationships to recognize words.
Example: recognition of the golden arches of McDonald’s

Back 45

logographic stage

Front 46

stage in the development of word recognition skills:


Children use sound-letter correspondences to decode novel words (i.e., Phonemic or Phonological Awareness).
The child must realize that they are the sounds that make up spoken language.
This is the alphabetic insight that underlies the ability to phonetically decode words.

Back 46

alphabetic stage

Front 47

Stage in the development of word rec skills:
Children use letter sequences and spelling patterns to recognize words visually without phonological conversion.
This direct visual route is crucial for developing automatic word recognition skills.
Readers do not have to sound out long multisyllablic words and rely on the indirect phonological route to access semantic memory, which is less efficient and time consuming.
Orthographic patterns are known as phonograms. These include common morphological endings or common letter sequences shared by many words

Back 47

orthographic

Front 48

Stage in writing dev. (spelling):


Child knows some letter names and recognizes some printed letters but does not understand correspondences between specific letters and sounds
Example: Bqx for man

Back 48

Precommunicative (prephonemic)

Front 49

Stage in writing dev


The child realizes that letters represent speech sounds.
Abbreviated spellings are used, primarily consonants.
Single letters often are used to represent a whole word or syllable, and beginning and ending consonants are emphasized.
Examples: Lo for yellow; r for are; u for you; hs for house

Back 49

semiphonetic

Front 50

Stage in writing dev.


Learns to represent all phonemes in a word, using knowledge of letter names and letter sound correspondences.
Spelling patterns are heavily influenced by articulatory features of phonemes and remain simplified.
Examples: Gen for green; at for eight; yit for wet; sak for shake

Back 50

phonetic (letter name stage)

Front 51

Stage in writing dev.


Child learns that most sounds are represented by more than one letter. They become aware of silent letters, double vowel patterns, double consonants, and common syllable patterns.
Children may over-generalize or under-generalize rules and mis-sequence letters while practicing with more advanced spelling concepts.
Spellings may become less accurate phonemically during this transitional phrase.
Examples: Hase for house; appoole for apple; tallist for tallest; cou for cow; lihgt for light; maek for make

Back 51

transitional

Front 52

Stage in writing dev.

Children are aware of the alphabet and the correspondence of sound and symbol

Back 52

phonemic (final stage)

Front 53

Kroll's phases of writing dev.


children learn the physical aspects of handwriting by copying words written by adults

Back 53

preparation phase (PCDI)

Front 54

Kroll's phases of writing dev.

(around age seven) children’s writing closely resembles speech

Back 54

Consolidation phase (PCDI)

Front 55

Kroll's phases of writing dev.

(around ten) a child’s writing begins to take on its own grammatical characteristics and speech and writing become differentiated.

Back 55

Differentiation phase (PCDI)

Front 56

Kroll's phase of writing dev.

(mature writers) writing becomes differentiated and integrated so that the personality of the writer can come through when desired and when appropriate

Back 56

Integration phase (PCDI)

Front 57

3 phases of writing?

Back 57

Planning
Generating
Revision

Front 58

____________ seem to be the most significant factor in writing problems

Back 58

Phonological disorders