Vocab1
Group of words, no subject, no verb
What is a PHRASE
Chunking
arranging information into categories, semantically
Morphophonemic
Changes in sound production related to meaning
Narrative Pragmatics
Largely learned at home.
Syllable Structure (altered or changed by--)
Final Consonant Deletion--ca for cat
Deletion of Unstressed Syllable--'puter for computer
Reduplication--wawa for water
Reduction of Clusters- 'poon for spoon
MLU
Mean Length of Utterance, used to gauge the child's language development and screen for possible delays
calculated by dividing the total number of morphemes by the total number of utterances
Levels of Text Comprehension
Decoding-breaking words down to interpret
Critical Literacy-Active interpretation and analysis/synthesis
Dynamic Literacy-relating text to prior knowledge
Story Grammar
A narrative framework--Intro, Events, Conclusion
Ability to breakdown words into sounds and blend them back together.
Decoding
CoArticulation
when surrounding sounds influence the sound of another grapheme during speech
4 types of Narrative in age order
Recount, Eventcast, Accounts, Stories
Substitution-not random, articulatory
Fronting-sounds in back of mouth replaced by sounds from front of mouth--ban for can, pat for cat
Stopping-replacing the 1st consonant with a plosive Stop--- boo for zoo or dun for run
Types of Sentences
Declarative
Interrogative
Imperative
Negative
(compound)
Critical Processes for Reading
Bottom Up and Top Down
Bottom up:Knowledge of letters and relationship of letters to sounds, Lower Level function, Translating text to speech
Top down: Problem solving to Cognitive task of making meaning to Understanding levels of meaning and incorporating prior knowledge
Adding extra vowels in a word
Balack instead of black
Epenthesis
Blending
Ability to create a word from sounds & compare to initial phonemes
Organized, rule governed, reflects storyteller's experience, development is learned primarily at home
Narratives
1)Define Recount narrative.
2)Define Eventcast.
3)Define Account.
4)Define Story.
1)Shares a past experience, usually requested by an adult. "tell me about X"
2)Explains a current or anticipated event, can direct the play of others (script)
3)A spontaneous sharing of experiences-"You know what?..." Not as a response to an adult.
4) fictionalized, endless content variations, a known structure--a main character has to overcome a challenge.
6 Tasks of Phonological Awareness
Syllabification-breaking into syllables
Phoneme Identification-
Alliteration-using same consonant sounds (front of words)
Rhyming-using same final sounds
*Segmentation-breaking into segments
*Blending-combining segments
Development of Sentences and Grammar--is there variation? Do we know exactly how formed?
It varies depending on the exposure of the child. No we do not know exactly.
Pt 1
Reading Concepts
Decoding-breaking down words into their components;
Language-based --syntax, morphology, pragmatics, semantics;Phonological Awareness--consciously identifying word parts
Self Monitoring-can they stay on task;
Semantic Organization-knowledge of how words fit together/work together
Talking about language by using language knowledge
Metalinguistic
Phonemic Awareness
Ability to manipulate sounds to make words
Metalinguistic skill. Sound identification, blending, rhyming
Phonological Awareness
6 Components of Story Grammar
Introduction
Character
Setting
Character faces a challenge
Character attempts to meet the challenge
Response to outcome (sometimes a HEA)
More Pragmatics
Shifting style/form(semantics) depending in social setting code-switching or register shift.
Vowels before consonants
Manner--first nasals, then stops, fricatives, affricates
Place-first glottal, then bilabial, velar, alveolar and palatal
Child learns the initial position in words first
(Consonant cluster and blends not learned until later age)
Pt2
Reading Concepts
Interpretation-understanding
Summarization-identifying main idea, facts
Mental Imagery-drawing the picture in your brain
Connecting to prior knowledge-using what they already know
The amount of literal versus figurative relationships in a story
Metaphoric transparency
Knowledge of letters and words, identifying them, understanding how words flow in a book
Print Awareness
Genderlect
style of speech, gender-specific
Characteristics of conversation--
Middle & High school
Mostly with peers.
Eye contact, affirmative statements in response to comments, agreeable body language (nodding, turning toward speaker, neutral or positive facial expression) Few topic changes
MISSING: negative emotions, requests for clarification, failure to answer questions
Highschoolers- metalinguistic play with words-sarcasm, double entendre
GENDER DIfferences
F-less swearing than males; F-more descriptive words, more polite, more emotional expression. Indirect, seeking consensus, listening facing partner.
M-less eye contact, more direct, little personal feelings, presenting as information source, more talkative in public than home
Development of Pragmatics
Increases in early school years (5-12y); Genetics more important than environment; Classroom is important as brings different pragmatics (rules)
Nonegocentrism- ability to recognize others' perspectives (branch of theory of mind)
Decentration-increasing dimensionality in topics, different perspectives
Text-related language-increasingly precise meanings
Phases of reading Development
Print & Sounds (Print Awareness)
Pretend to Name recognition(4y) to Alphabetic Phase (decoding) K-2nd g, Sound/symbol (7-8), Comprehension (grade4-8),Inferencing and POV (middle school)