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EDUC 322 Chapter 2
Oral Language
| Term | Definition |
|---|---|
| Language | An agreed-on communication system; allows people who share common understandings to communicate these to one another when they speak, listen, read, write, or gesture |
| Expressive | Speaking and writing |
| Receptive | Listening and reading |
| Expressive language | Requires the sender of a message to "encode" or to put thoughts into symbolic form |
| Receptive language | Requires the receiver of a message to "decode" or unlock the code of the spoken or written communication used by the send in order to understand the message |
| Six interrelated components of language | Phonology, orthography, morphology, syntax, semantics, and pragmatics |
| Phonology | Refers to sounds used to express language; includes speech features known as prosodic features (speaking with expression) and the articulatory units (elements of speech such as individual sounds, syllables and words) |
| Prosody | Expressive spoken language; described in terms of features such as intonation (how one's vocal pitch rises or falls in speaking), stress (loudness or softness of spoken words), and juncture (slight pauses between parts of spoken words |
| Articulatory units | Features of spoken works, syllables, and phonemes |
| Rime | The vowel sound and every other sound that follows the vowel sound in a syllable |
| Onset | All sounds in a single syllable that comes before the vowel sound |
| Phoneme | The smallest unit of sound in a spoken language that, when changed, changes meaning (approximately 44) |
| Phonemic awareness | Young children who are aware of phonemes as well as alphabet letters and their associated sounds |
| Orthography | Spelling patterns used in English, linking letters (graphemes) to sounds (phonemes) in spoken language |
| Grapheme | A printed or visual symbol that represents a phoneme, usually a letter such as a, r, m, s, or o |
| Alphabetic principle | Knowing that speech sounds and letters link to on another |
| Phonics | The relationship between letters and sounds |
| Morphology | Breaking words apart in order to study the structures that create meaning |
| Morphemes | Smallest unit of meaning |
| Free morpheme | Also called root word, stands alone as a word having meaning |
| Bound morpheme | Must be connected to a free or another bound morpheme to have meaning |
| Syntax | Involves an understanding of how words are combined into larger language structures, such as phrases and sentences |
| Grammar | A rule system for describing the structure or organization of language |
| Semantics | Connecting one's world knowledge background experiences, interests, attitudes, and perspectives with spoken or written language to construct meaning |
| Schema theory | The idea that new knowledge is connected to what the learner already knows |
| Pragmatics | The study of how language is used in society to satisfy the needs of human communication (i.e. knowing how language works and is used in one's culture) |
| Poverty | A condition in which individuals or entire groups do without resources |
| True/False: Poverty is highly correlated with underdeveloped oral language | True |
| Study results: Daily interactions between parent and child | Professional parents: Spent more than 40 minutes Welfare parents: Spent 15 minutes |
| Study results: Verbal responses from parent to child | Professional parents: 250 times per hour Welfare parents: 50 times per hour |
| Study results: Approval/encouragement of child's actions | Professional parents: 40 times per hour Welfare parents: 4 times per hour |
| Study results: Words spoken from parent to child | Professional parents: 3,000 words per hour Welfare parents: 500 words per hour |
| Poverty study results conclusion | Children born into high-poverty circumstances need early, intensive, and systematic language development (the earlier the better) |
| Strategies for English learners (ELs), design elements | Helping ELs identify high-utility words in their native language that are similar in English; Ensuring that ELs know the meanings of basic words; Providing sufficient review with practice and reinforcement for new words |
| Speaking and Listening Common Core State Standards | 2 major categories: (1) Comprehension and collaboration and (2) Presentation of knowledge and ideas |
| Comprehension and collaboration | Broadly refers to a student's ability to participate in and contribute to ongoing discussions and conversations on a variety of topics |
| Presentation of knowledge and ideas | Refers to a student's ability to talk clearly about people, places, thoughts, ideas, feelings, and events in his or her life with sufficient detail |
| 3 widely available oral language assessment tools | Teaching Rating of Oral Language and Literacy (TROLL) myIDGIs: Picture Naming Test Oral Language Acquisition Inventory-2 (OLAI-2) |
| Teaching Rating of Oral Language and Literacy (TROLL) | Allows teachers to simultaneously assess children's expressive (spoken) oral language along with their early reading and writing development |
| myIDGIs: Picture Naming Test | This is a reliable and valid assessment of children's expressive (spoken) oral language; A set of several standardized, individually administered measures of early language and literacy development |
| Oral Language Acquisition Inventory-2 (OLAI-2) | Used to assess children's acquisition of oral language structures and components |
| Test of Language Development (TOLD) | Used for several major assessment purposes: Screening: To identify students who are significantly below their peers in oral language proficiency; Diagnostic: To determine students' specific strengths and weaknesses in oral language; Outcomes: To docume |
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aks7757