Speech And Language Chapter 8

Front 1

Continued language growth consists of what 3 things?

Back 1

Producing longer sentences

Ideas elaborated using more complex structures

Filling in word endings like "ing"

Front 2

Preschool children begin to use _____, _____, _____, _____, and _____. Their speech will also begin to sound more adult like, and they will continue vocabulary growth.

Back 2

Articles, pronouns, prepositions, noun endings to indicate plurals, and verb endings (tense)

Front 3

Preschool children being to learn new concepts and use _____

Back 3

Linguistic codes

Front 4

Know:
-Preschool children being to use more complex ways of communicating, and they also develop conversation skills
-Develop the ability to retell past events
-Use their own experiences to demonstrate understanding and to support their thinking
-Tell simple stories of their own authorship
-Retell stories they have heard
-Begin to understand the nature of the print
-Develop emergent literacy skills which will later support reading and writing learning

Back 4

Know

Front 5

_____ develops during interactions with other language users

Back 5

Language

Front 6

_____ are necessary for language growth

Back 6

Social interactions

Front 7

_____ is the ideal place for language practice. This is because games involve taking turns, sharing topics, paying attention, and it only causes little stress

Back 7

Play

Front 8

As children mature cognitively, their play becomes more _____ and _____

Back 8

Creative and complex

Front 9

Children's play begins to revolve around _____ and _____ related to familiar situations

Back 9

Themes and scripts

Front 10

Preschoolers project roles onto other ____ and _____

Back 10

People and dolls

Front 11

Preschoolers prefer very _____ and/or _____ props.

Back 11

Explicit and/or functional props.

Front 12

True or false: Preschoolers play is more imaginative

Back 12

True

Front 13

With increased language proficiency, the child assigns _____ to the props

Back 13

Meaning

Front 14

True or false: Children pretend chips are money, and other children are different members of the child's world- father, mother, doctor, teacher, dog

Back 14

True

Front 15

By age 5, children's play often uses only _____ to maintain their play activity.

Back 15

Language

Front 16

True or false: Children continue to develop and master the system of English. Children know most sounds by kindergarten.

Back 16

True

Front 17

True or False: Children acquire inventory and/or sounds

Back 17

True

Front 18

_____ are acquired over a predictable time frame

"M" and "D" and "B" -early
"R" and "L" - Late

Back 18

Consonant sounds

Front 19

True or false: When learning language, children often simplify adult language.

Back 19

True

Front 20

Poon for spoon is an example of _____

Back 20

Consonant cluster reduction

Front 21

ka for car and hah for hat are examples of _____

Back 21

Final cluster deletion

Front 22

nana for banana and fant for elephant are examples of _____

Back 22

Weak syllable deletion

Front 23

True or false: Consonant cluster reduction, final cluster deletion, and weak syllable deletion disappear as language grows

Back 23

True

Front 24

True or false: Consonant cluster reduction, final cluster deletion, and weak syllable deletion are used by children until the age of 7.

Back 24

False; by age 3-4 it will disappear. It may last until age 5 in late talkers.

Front 25

What does a simple sentence consist of?

Back 25

A noun and a verb.
Ex: We walk

Front 26

True or false: New morphological structures are heard beginning in toddlerhood.

Back 26

True.

Front 27

Know:
-Children 3-5 start using present progessive- adding ing to verbs
-Begin to use prepositions like in, on , at ,under
-Begin to use regular plurals like cats , dogs, toys

Back 27

Know

Front 28

As sentences become longer, _____ are included to expand meaning

Back 28

Embedded phrases

Front 29

_____ are introduced by conjunctions- although, after, since.

Back 29

Subordinate clauses

Front 30

What are examples of relative pronouns?

Back 30

That, which, who, whose

Front 31

Know:
Children 3-5 also start to use relative pronouns.

Back 31

Know

Front 32

What is mean length of utterance (MLU) used as?

Back 32

An indicator of language complexity

Front 33

Mean length utterance (MLU) generally increases by _____ morphemes per year.

Back 33

1.2

Front 34

MLU= _______

Back 34

total number of morphemes divided by total number of utterances

Front 35

MLU is usually based on _____

Back 35

Utterances

Front 36

Brown's stages of language development has _____ stages

Back 36

5

Front 37

The first stage of Brown's stages is the _____, is _____ MLU, is around _____ years of age, and is _____

Back 37

Semantic rules
1-2
12-26
Linear

Front 38

The second stage of Brown's stages is the _____, is _____ MLU, and is around _____ years of age.

Back 38

Morphological development
2-2.5
27-30

Front 39

The third stage of Brown's stages is the _____, is _____ MLU, is around _____ years of age, and is _____

Back 39

Form development
2.5-3
31-34
Sentence

Front 40

The fourth stage of Brown's stages is the _____, is _____ MLU, is around _____ years of age, and is _____

Back 40

Sentence elements
3-3.75
35-40
Embedding of

Front 41

The fifth stage of Brown's stages is the _____, is _____ MLU, is around _____ years of age, and is _____

Back 41

Clauses
3.75-4.5
41-46
Joining of

Front 42

The five + stage of Brown's stages is _____ MLU, is around _____ years of age,

Back 42

4.5+
47+

Front 43

Morphological development begins in stage _____ of Brown's language development stages and continues through ______

Back 43

2
school aged years

Front 44

The greatest growth of morphological development is between _____ and _____ years

Back 44

4-7

Front 45

True or false: Adults make mistakes with infrequently used morphological markers

Back 45

True

Front 46

There are _____ commonly used morphemes in Brown's language development

Back 46

14

Front 47

1 of 14 morphemes: Progressive-ing

Give example.

Back 47

Running, Jumping

Front 48

2 of 14 morphemes: Preposition in

Give example.

Back 48

Kitty in bed

Front 49

3 of 14 morphemes: Preposition on

Give example.

Back 49

Cup on table

Front 50

4 of 14 morphemes: Regular plural-s

Give example.

Back 50

Babies, cats, dogs

Front 51

5 of 14 morphemes: Irregular past

Give example.

Back 51

Came, fell, broke, sat, went, hit, hurt, saw, gave, ate

Front 52

6 of 14 morphemes: Progressive 's

Give example.

Back 52

Mommy's Catie's

Front 53

7 of 14 morphemes: Uncontractible copula be (verb "to be" as main verb

Give example.

Back 53

Who's hungry?
"To be" first or last word
Past tense
Used as "be"
Negative sentence with "not" contracted

Front 54

8 of 14 morphemes: Articles

Give example.

Back 54

A, an, the

Front 55

9 of 14 morphemes: Regular past- ed

Give example.

Back 55

Walked, talked

Front 56

10 of 14 morphemes: Regular 3rd person--s

Give example.

Back 56

Mommy hits
Daddy walks

Front 57

11 of 14 morphemes: Irregular 3rd person

Give example.

Back 57

Does, has

Front 58

12 of 14 morphemes: Uncontractible auxillary

Give example.

Back 58

He is. (in response to who's walking)

Front 59

14 of 14 morphemes: Contractible auxiliary be

Give example.

Back 59

Daddy's drinking juice.
Daddy is drinking juice.

(main verb is drink)

Front 60

13 of 14 morphemes: Contractible copula be

Give example.

Back 60

Mom's big
Mom is big

(main verb is, is)

Front 61

Count the morphemes:

She goed to the store

Back 61

5

Front 62

Count the morphemes:

My mommy's gonna get that one

Back 62

7

Front 63

Count the morphemes:

She is (is) jumping

Back 63

4

Front 64

Count the morphemes:

(I see) I see the (um) choochoo train.

Back 64

4

Front 65

Count the morphemes:

She wented over there today

Back 65

5

Front 66

Count the morphemes:

I ate the cookies and ice-cream

Back 66

6

Front 67

Count the morphemes:

He has the blue shoes

Back 67

6

Front 68

He was eating the pie and then he left the table.

How many morphemes are there, and what are they?

Back 68

3
was, eating, left

Front 69

The girl sat on George's chair.

How many morphemes are there, and what are they?

Back 69

2
Sat, on

Front 70

Are you going to the dance?

How many morphemes are there, and what are they?

Back 70

2
going,the

Front 71

You are my best friend

How many morphemes are there, and what are they?

Back 71

2
You, are

Front 72

Was that the woman who lived next door?

How many morphemes are there, and what are they?

Back 72

4
was, that, the, lived

Front 73

Does your brother play the cymbals?

How many morphemes are there, and what are they?

Back 73

2
Does, Cymbals

Front 74

I gave the toy to the boy in classroom two.

How many morphemes are there, and what are they?

Back 74

3
gave, the, in

Front 75

_____ is the component of language concerned with meaning

Back 75

Semantics

Front 76

Without _____ there is no reason for language to develop

Back 76

Meaning

Front 77

Linguistic meaning is expressed at the _____, _____, or _____ level.

Back 77

Word, sentence, or discourse level

Front 78

Know:
Preschool children are able to classify and group words into broad categories.

Example: Dolls, balls, wagons are all toys

Back 78

Know

Front 79

_____ is concerned with meanings of words and the categories in which they fit.

Back 79

Lexical meaning

Front 80

Know:
-Preschool children are like "sponges" because they soak up words all the time
-Children often learn several new words each day.

Back 80

Know

Front 81

After 18 months, children typically learn _____ new words each day

Back 81

8-9

Front 82

By first grade (5 years old) children typically have a lexicon of more than _____ words

Back 82

2000

Front 83

Know:
As they develop, children are able to define words by including different types of information
-Children learn to use different approaches to organize words- appearance and function. For example, the child will say the same sentence in different words.
-Children understand relational meanings-existence, nonexistence, time, space, causation (if I do this, this will happen)
-Children develop concepts that code location, time, kinship (relationships between people. Aunt is deb, Dad is Matt), and physical properties- next to, in back of, big/little, heavy/light

Back 83

Know

Front 84

True or False:
Some children from low SES backgrounds or from culturally and linguistically diverse backgrounds come to kindergarten knowing fewer words.

Back 84

True

Front 85

From age _____, there are marked differences between children from different backgrounds.

Back 85

2

Front 86

Know:
The gap occurs in vocabulary in low SES homes because the children in diverse groups have not been exposed to as many words or to the unusual and low frequency words.

-preschool teachers must be mindful of this gap.

Back 86

Know

Front 87

To understand spoken language, a person needs to know _____% of the spoken words. Any less than this, and the child will become disengaged.

Back 87

95%

Front 88

True or false: Preschoolers from monolingual, high income families understand 95% of what the teacher says, so this child will gain new knowledge and their new word and world knowledge increases.

Back 88

True

Front 89

True or False: Low SES and culturally/linguistically diverse children often have a robust vocabulary

Back 89

False

Front 90

Know:
Because children from low SES often have a low vocabulary, they fail to gain new knowledge of words and the world. They also may lose interest, self-confidence, and motivation to learn

Back 90

Know

Front 91

Know:
Preschool teachers should focus on direct and indirect vocabulary instruction.

(Direct vocab instruction- talk about zoo animals )

(Indirect vocab instruction- the word typewriter comes up when reading a book, and the teacher will explain it)

Back 91

Know

Front 92

Preschoolers typically master and improve their _____ skills steadily as they grow.

Back 92

conversation

Front 93

Know: Pragmatic development

There is an increase in intentional speech (share info)
-Preschoolers are more aware of social settings and the interactions in them (talk and act different depending on people around them.
-Talk about here-and-now AND there-and-then
-Learn to ask and answer a variety of questions
-Learn to take turns
-Learn to adapt language based on the listeners needs
-Preschoolers are not always successful in presenting their meaning
-Often cannot reformulate an utterance so they will simply repeat it
-Conversations are short and the number of turns taken is limited
-Begin to acknowledge the conversational partner and to stay on the topic.
-By 5 years, children are able to sustain certain topics through 12 turns
-more aware of their social role in conversations
-make more coherent contributions to a conversation

Back 93

Know

Front 94

_____ are a form of discourse which contains sentences and statements that are logically connected.

Back 94

Narrative

Front 95

_____ are when a child shares a factual event which has happened in their life.

Back 95

Personal narrative

Front 96

_____ is when a child shares a made-up event.

Back 96

Fictional narrative

Front 97

_____ have a thread that link the event sequences

Back 97

Narratives

Front 98

_____ must master the production of narratives

Back 98

Preschoolers

Front 99

_____ is one of the best predictors of later school achievement

Back 99

Narrative Production

Front 100

It is essential to move beyond here-and-now in order to produce a successful _____

Back 100

Narrative

Front 101

_____ describes the knowledge children have about print before they begin instruction in reading

Back 101

Emergent literacy

Front 102

_____ is more about reading and writing (both)

Back 102

Literacy

Front 103

_____ is understanding that print has meaning (front & back, left & right)

Back 103

Print awareness

Front 104

_____ is the ability to think and talk about language as an object itself

Back 104

Metalinguistic awareness

Front 105

Metalinguistics is _____

Back 105

Understanding linguistics

Front 106

_____ is expressive and receptive language that are the foundation on which written language skills will develop

Back 106

Vocabulary Knowledge

Front 107

_____ is the ability to tell stories (real and made up)

Back 107

Narrative structure

Front 108

_____ fosters the type of language development linked to literacy

Back 108

Book reading

Front 109

_____ need lots of experiences with books

Back 109

Preschoolers

Front 110

During book reading, it is important to do what two things?

Back 110

Get children's attention
Help children make connections

Front 111

Name 3 important book reading strategies

Back 111

Become familiar with different kinds of stories and info in books.

Learn strategies for extracting meaning from books

Helps children learn new concepts and vocabulary

Front 112

_____ allows the child to manipulate the sounds of spoken language

Back 112

Phonological awareness

Front 113

If children are good at phonological awareness, they tend to be good at _____ and _____

Back 113

reading and writing

Front 114

Give an example of segmenting words into their individual sounds.

Back 114

C-at

Front 115

______ is knowledge that words are made up of individual sounds.

Back 115

Phonemic awareness

Front 116

_____ is mapping sounds onto letters and letter combinations

Back 116

Encoding

Front 117

_____ are letters in written words that correspond to sound in written language

Back 117

Alphabetic prinicple

Front 118

Book reading allows children to _____ and _____

Back 118

isolate sounds
decode print

Front 119

Know:
-Typical children have a wide range of emerging literacy abilities-- awareness of the relationship between oral and written language
-Weak or delayed emergent literacy skill development is often present in children with language disabilites
-Children at risk do not always have a language disability. They can have only limited access to print, or have only limited English proficiency
-Preschool teachers must provide opportunities for children to have meaningful and successful interactions with language and print
-Early identification and intervention will increase the likelihood of successful learning and academic achievement.

Back 119

Know

Front 120

Know: Signs of possible difficulties

-Limited Vocabulary
-Limited play
-Lack of interest in books
-Limited social interaction with peers
-Limited attention and span
-Reluctance to answer questions
-Difficulty understanding spoken language
-Reluctance to express ideas/needs
Preventive and proactive stance is essential!

Back 120

Know

Front 121

Know: Suggestions for teachers

-Schedule sufficient time for book reading (3 times a day for 15 minutes each time).
-Give time for children to look at books alone or with friends
-Provide individual and small group reading experiences each day
-Never withhold books as punishment
-When reading a book, identify the important vocabulary words and concepts ( tell children word meanings they dont know, and use the new words in other context).
-Be aware of the books children like (offer books that match their interest. Offer books with new vocab that convey info, and provide a variety of books.
-Point out the importance of print
-Foster semantic contingency- stay on the topic
-Build in routines- use predictable books and activities related to children's experience
-Scaffold- support the child until they can do it on their own.
-Use an animated, dramatic, and lively style when reading.
Show children that reading is not only in school. Ask them questions like where is the bathroom and how do they know?

Back 121

Know