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;
30 Cards in this Set
- Front
- Back
What does conscious knowledge of a language allow us to do?
|
-It allows us to study and find patters in language
|
|
What is conscious knowledge of language?
|
-Not the same as our unconscious language of phonological, morphological, syntactic, semantic, and pragmatic rules.
|
|
Explicit=?
|
*Explicit=CONSCIOUS knowledge
(i.e. Paris=capital of France, 2+2=4, etc) |
|
Implicit=?
|
*Implicit=UNCONSCIOUS knowledge
(sort of unspoken, not such black and white knowledge) |
|
What are some aspects of preschool language?
|
*It focuses on the here and now
-I'm eating cookie -Got to sleep now |
|
What are some aspects of school-age language?
|
*It is decontextualized; not hooked to the present context
-Narratives; like a story -Explanations; give information about -Questions; duh -Sentences; "I want everyone to write five sentences about..." |
|
What is semantic awareness?
|
*Explicit awareness of word meaning, sentence meaning
*Uses: -ambiguity/multiple meanings; (I see) -homonyms; (to, two, too) -synonyms-word equivalents; (sniff, smell) -figurative language; (she's purdy as a rose) -humor; (often depends on ambiguity) |
|
What is syntactic awareness?
|
*Explicit awareness of syntactic structure of sentences
-i.e. grammaticality judments, like whether or not something sounds like a proper sentence (grammaticality judgements are used when children need to edit their writing) (also used in dialect-shifting) |
|
What is phonological awareness?
|
*An awareness of and the ability to manipulate phonological statements
-essential skill for early reading *Many components of phonological awareness; -rhyming -segmenting into syllables (pi-a-no) -segmenting into phonemes (c-a-t) -blending syllables or phonemes (cup+cake=cupcake) |
|
What is phonological awareness?
|
*Sensitivity to the sounds in spoken words
-highly linked to reading ability |
|
What are phonics?
|
*Relationships between sounds and letters
- "x" in the word, fox, is said like "ks" |
|
How is phonological awareness different than phonics?
|
*Phonological awareness is the ability to break down speech into smaller units
(syllables and phoneme segments) -phoneme segments AREN'T the same as letters |
|
How is speech continuous?
|
*In order to learn to read, children need to learn to break down speech into phrases, into words, and into phonemes.
|
|
What is the development of metalinguistic abilities like?
|
*Children's abilities develop gradually during the early elementary years
-preschoolers understand literal, but not figurative, meanings of words -preschoolers have difficulties segmenting words into separate sounds |
|
What is involved in semantics?
|
*Non-literal (metaphoric) meaning
-comprehension of metaphors gradually increases with age |
|
Do all children go to school with phonological awareness?
|
Most 5-year-olds and many 6- and 7-year-olds are
not able to perform a conscious and explicit segmentation of words into their constituent phonemic elements. Phonological awareness is essential for decoding. Reading ability and phonological awareness are highly inter-related. Children with higher phonological awareness in kindergarten are better readers in first grade. Children with better reading |
|
What is the first skill to develop in acquisition of phonological awareness in children?
|
*Rhyming
-ability to recite familiar rhymes -rhyme detection -making up rhymes |
|
Gradual acquisition of phonological
awareness |
Research on preschool and early elementary
school children suggests that: Segmentation and blending develop after rhyming and develops gradually: Children able to segment and blend syllables before phonemes. Initial sounds first (kindergarten age) Final sounds later (first grade) Many children cannot segment until after they learn to read. |
|
Why can first graders successfully complete some types of metalinguistic tasks that kindergartners can’t?
|
Linguistic abilities have matured
- first graders study events in the world (for example, the Olympics), not just share personal experiences First grade reading instruction stresses these skills: think of a word that starts with “c” The process of learning to read also gives access: What is a word? Function words are much clearer when they are written: “the” “is” The process of learning to read also makes segmenting so much easier: “cat” = C A T |
|
What is "school language"?
|
-the way you have to talk at school
-a lot of pragmatics involved -have to acquire metalinguistic knowledge -important in learning a wide variety of new skills |
|
What is literacy?
|
*A combination of reading and writing
(we know more about the reading aspect) |
|
When does "emergent literacy" occur?
|
-Up to about age 5
|
|
What kind of instruction methods are used in the "emergent literacy" phase?
|
-Not directly teaching, but more of exposing
|
|
When does "conventional literacy" occur?
|
-1st grade on
|
|
What kind of instruction is used in the "conventional literacy" phase?
|
-more explicit teaching
|
|
What are the four domains of Emergent Literacy?
|
1. Print Knowledge; knowing things like holding a book the right way, or what a list is vs. a story, or how different symbols mean different things)
2. Phonological awareness; 3. Writing; learning that print is meaningful, learning to write name 4. Oral Language; (is a good predictor of future language success) (*the four domains develop simultaneously) |
|
What do we know about SES and Print Environment?
|
-it is partially true that lower SES leads to lower print environment
*BUT quantity>quality -lower SES sees it as the SCHOOL'S job to teach children literacy, not the home's |
|
What effect does Book Sharing/Shared Reading having on children?
|
-rereading of same book is very important for kids learning
-engaging the child in the story is very important -drawing child's attention to actual words is also very important |
|
What is one of the most important factors in the school environment?
|
*Most important factor=what the teacher actually says (biggest predictor of future success); not just during lesson, but throughout the whole day and like how they respond to the children and engage with them
-quantity and quality -actually engaging on a consistent basis is vital |
|
Conventional Literacy;
*Chale Model of Reading? |
*2 Phases of Reading;
1. Learning to Read; K-2nd Grade -goal is to master the basics 2. Reading to Learn; 4th grade and up -goal is to gain additional knowledge through reading *6 Stages; 0. Pre-Reading; Pre-K-K 1. Decoding; 1st-2nd 2. Automaticity; 2nd-4th (smooth out speech) 3. Reading to Learn; 4th-8th 4. Reading for Ideas; 8th-12th 5. Critical Reading; college 6. |