Speech Development Final Study Guide
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| Four types of narratives | recount, eventcast, account, story
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| recount | past experiences, events in which the child participated or read about (caregiver prompts)
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| eventcast | explanation or anticipated event (I'll be the mommy, you be the daddy)
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| account | spontaneous narratives in which children share their experiences (guess what?)
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| story | fictionalized, content variation, character must overcome some challenge
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| story grammar | setting + episode (internal response, internal plan, attempt, consequence, reaction)
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| setting | characters introduced, habitual actions described and placed into context
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| episode | initiating event or problem
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| internal response | character's response to the episode
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| internal plan | the plan set up by character to resolve the episode
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| attempt | the plan put into action
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| consequence | the result of the attempt (success or failure)
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| reaction | character response to outcome
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| what happens to topic during the elementary school years | as the child grows they initiate fewer topics, but are able to maintain those topics longer
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| why do older children use indirect requests better | 1)more syntactic ability 2)more awareness of others and social roles
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| what happens with indirect requests during elementary school years | by age eight a child usually has a good grasp of indirect requests, but this skill increases into adulthood
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| does culture affect politeness and indirect request usage | YES
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| when is adult mastery of indirect request usage achieved | adolescence
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| comprehension of indirect requests at age 6 | trouble
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| comprehension of indirect requests at age 8 | understanding, but still needs work
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| comprehension of indirect requests at age 11 | highly competent, not many mistakes made
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| ways to respond to stacked requests for clarification | repetition, revision, addition, cue, inappropriate
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| repetition | saying the exact same phrase a second time
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| revision | stating the phrase in a different way
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| addition | adding information to clarify
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| cue | provides definition or background
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| inappropriate | not responding
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| development sequence for responding to stacked requests for clarification | 5 yrs old- low
7 yrs old- medium
9 yrs old- high
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| how words are learned by elementary school children | direct instruction, contextual, abstraction and morphological analysis
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| direct instruction | definitions or explanations (teachers, parents, dictionary)
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| contextual abstraction | using cues from context to assess meaning -syntactic (participial phrases, relative clauses, conjunction "or" and linked synonyms) or semantic (restatement, examples, similes, metaphors, cause/effect)
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| participial phrases | syntactic abstraction (drenched by the heavy rain he was soaking wet)
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| relative clauses | syntactic abstraction (the dietitian, who planned the meals)
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| conjunction "or" | syntactic abstraction (the summit, OR the top of the mountain)
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| linked synonyms | syntactic abstraction (sad, despondent)
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| restatement | semantic abstraction (attribute, you have to be tall to succeed as an athlete)
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| example | semantic abstraction (such as the tyrannosaurus...)
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| similes | semantic abstraction (as and like)
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| metaphors | semantic abstraction (the implication of as and like)
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| cause and effect | semantic abstraction (the pain was alleviated by the medication)
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| morphological analysis | using the components of a word to figure out its meaning
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| words learned in elementary school that support literacy | polysemous terms, adverbs of likelihood, abstract nouns, factive verbs, non-factive verbs
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| polysemous terms | words that have more than one meaning (sharp sweater)
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| adverbs of likelihood | probably, definitely, considerably, severe...
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| abstract nouns | words that refer to intangible concepts, mental states, or emotions (courage, freedom)
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| factive verbs | truth of the complement clause that follows a factive verb assumed as a certainty (see, know, notice..)
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| non-factive verbs | truthfulness of the complement clause is uncertain (think, believe,
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| metalinguistic awareness skills include | recognizing phoneme, syllable, and word boundaries, recognizing that a sentence is grammatical, recognizing that two sentences mean the same thing, appreciating figurative language, recognizing ambiguity
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| metalinguistic awareness (competence) | the ability to understand language and its components
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| why do we bother with metalinguistic awareness | critical to reading, many of our assessments and tools require this ability, those with language impairment tend to also have poor metalinguistic awareness
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| two approaches to studying metalinguistic awareness | cognitive and social constructivist
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| cognitive approach to studying metalinguistic awareness | studying the underlying cognitive abilities that make metalinguistic awareness possible
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| social constructivist approach to studying metalinguistic awareness | studying the social interactions that make metalinguistic awareness possible
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| developmental stage one of metalinguistic awareness | responding to requests for clarification, adjusting speech to a specific listener, judgments based on meaning and word play(ages 1-6)
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| developmental stage two of metalinguistic awareness | grammar judgements, phonological ambiguity, interpretation (ages 7-11)
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| developmental stage three of metalinguistic awareness | appreciation of figurative language: idioms, metaphors, similes, hyperbole and adages
(ages 10-12)
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| idioms | expressions that have both a literal and a figurative meaning "hit the ceiling" "step out of line"
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| acquisition of idioms | hard for young children, but increases into adulthood
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| transparent idioms | the figurative meaning is an extension of the literal meaning. ie:“Skating on thin ice”
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| opaque idioms | little connection between the literal and figurative meaning
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| metaphors | a topic is likened to another term ("vehicle") on the basis that they share common ground
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| predictive metaphor | there is one topic and one vehicle
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| proportional metaphor | two topics and two vehicles that express an analogy at an underlying level
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| simile | a predictive metaphor that is strengthened by the word "like"
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| acquisition of metaphors/similes | appears in preschool, but mastery does not take place til adulthood
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| why are we interested in reading | reading is a language activity
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| learning to read bottom up | learning letters, combining them into words, words into sentences...
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| learning to read top down | learning with a heavy emphasis on meaning and context
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| emergency literacy period | literacy artifacts/events and types of knowledge gained from those experiences
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| what is learned in the literacy emergence period | learn about print, phonology, the importance of reading
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| stage one of literary awareness | focus on decoding (kindergarten to 2nd grade)
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| stage two of literary awareness | attention directed to understanding meaning (third grade)
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| stage three of literary awareness | begins systematic learning and application of grapheme-morpheme rules (fourth grade)
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| stage four of literary awareness | attention directed to more sophisticated comprehension skills like inference and view points (high school)
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| stage five of literary awareness | conceptual integration, critical judgment, and new thinking (college)
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| language at home vs. language at school | home is a more relaxed environment, emphasis is on communication, meaning is in context, school is more formal, grammar is more important, the meaning is in the words
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| the jump to literacy is hard because... | it's a jump from concrete to abstract
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