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CLA
Key concepts & terms
| Term | Definition |
|---|---|
| Communicative competence | the ability to form accurate and understandable utterances, using the grammar system, and to understand social context for using them |
| Proto words | ‘made up’ words that a child will use to represent a word they might not yet be able to pronounce, for example, ‘ray rays’ for ‘raisins’ |
| Pre-verbal stage | A period of time that involves experimenting with noises and sounds but without producing recognisable words – usually lasting for the majority of the baby’s first year |
| Cooing | Distinct from crying but not yet forming recognisable vowels and consonants |
| Babbling | Vocal play that involves forming vowel and consonant sounds, which can be reduplicated (repeated sounds) or variegated (different sounds put together) |
| Holophrastic stage | The point in a child’s development when a child uses just individual words to communicate |
| Non-verbal communication | All the ways in which communication occurs that do not involve words (eg a parent shaking their head at a child will communicate the same meaning as ‘no’) |
| Reduplication | Repeated syllables within a word (eg baa baa for blanket) |
| Diminutives | The reduction in scale of an item through the way this word is created |
| Addition | Adding an additional suffix to the end of a word in order to change the way in which the word is pronounced and interpreted (eg Mummy and dolly instead of Mummy and doll) |
| Two-word stage | Period of time when a child begins to put two words together (eg ‘kick ball’) |
| Telegraphic stage | Period of time when a child’s utterances will be three words and more; there might still be omission of some works, with the key words included |
| Content words | Words within a sentence that are vital to convey meaning |
| Grammatical words | Words within a sentence that are necessary to demonstrate structural accuracy |
| Post-telegraphic stage | Period of time when a child’s language will include both content and grammatical words more closely resemble adult speech |
| Child directed speech (CDS) | The various ways in which a caregiver (unconsciously) adapts their speech in order to aid a child in their language development |
| Expansion | Where a caregiver might develop the child’s utterance to make it more grammatically complete |
| Recast | The grammatically incorrect utterance of a child is spoken back to the child but in the corrected form |
| Mitigated imperatives | An instruction given in such a way that it does not appear to be a command but a more gentle suggestion |
| Initiation, Response, Feedback | Three-part conversational exchange in which a speaker starts the conversation, a second speaker responds and the first speaker then provides some feedback to what the second speaker said |
| Overextension | Where a child might use a word more broadly to describe things other than the specific item to which the word actually applies |
| Underextension | Where a child might use a word more narrowly to describe something without recognising the use of the word |
| Hyponym | The more specific words that can be defined within the more generic hypernym |
| Hypernym | The more generic term that is connected to more specific word choices that are all within the same semantic field |
| Bound morpheme | Units of meaning within a word that depend on other morphemes to make sense (eg –est) |
| Unbound or free morpheme | Units of meaning within a word that do not depend on other morphemes to make sense, eg light |
| Superlative | An adjective or adverb that expresses the highest degree of quality, eg loudest |
| Mean Length of Utterance (MLU) | The average utterance length of speakers calculated by adding up the total number of words spoken and diving this total by the total number of utterances – it is abroad way of exploring a participant’s input and can be linked to discussion of dominance |
| Copula verb | A verb that joins a subject to an adjective or noun complement, eg I am happy joins the subject (I) to the adjective (happy), which can include not just the verb to be, but also verbs like to look, feel, or seem, eg She seems distressed |
| Grapheme | The letter or blend of letters that represents a sound, eg s or ch |
| Phoneme | The sound of a letter or blend of letters within a word |
| Look-and-say approach | Encourages readers to identify familiar words as a whole in order to read them |
| Phonic approach | Encourages readers to break down words into individual graphemes and sound them out in order to then read the whole word accurately |
| Salutation | A greeting – in a letter format, this might take the form of Dear Mum… |
| Complimentary close | The brief line of writing that directly precedes the name at the bottom of a letter, eg Love from or Yours sincerely |
| Oracy | An individual’s development of speaking and listening skills |
| Literacy | An individual’s development of reading and writing skills |
| Tripod grip | The way in which a pen or pencil should be held, using the thumb, forefinger and middle finger |
| Gross motor skills | The skills associated with larger movements, for example, walking, jumping, climbing, waving |
| Fine motor skills | The skills associated with more precise movement, for example with the fingers; this might be writing, sewing, playing with Lego or using scissors |
| Directionality | The process of writing from left to right |
| Cursive script | Also called joined up handwriting, which can improve fluency and form of handwriting |
| Print handwriting | The initial handwriting that a child will use, writing each individual letter out separately |
| Casual cursive script | A mid-point between cursive and print handwriting, whereby some letters are joined but others are not |
| Homonyms | Words that are spelt the same but pronounced differently, eg bow and bow; the violin player had to men his bow; the actor took a bow |
| Homophones | Words that are pronounced the same but have a different meaning and may have different spelling, eg there and their |
| Phonetic spelling | Words that are spelt as they sound |
| Undergeneralisation | Standard rules for particular spelling patterns are not followed, eg y to –ies in plurals |
| Overgeneralisation | Regular spelling rules are applied even when it is not accurate to do so, eg run, runned |
| Omission | Letters are missed out of words (particularly where double consonants appear) |
| Insertion | The addition of extra letters that are not needed for the accurate spelling of a word |
| Substitution | Where the right letter is replaced with an alternative (often phonetically plausible) letter |
| Transposition | Where a pair of letters is switched around, eg only instead of only |
| Digraph | A cluster of two letters that represent one sound, eg ch |
Created by:
MB-J
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