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National Boards-EC
Set 4- Language Development
| Term | Definition |
|---|---|
| Early language development is a combination of | genetics, environment and individual thinking processes. |
| Students who have oral language acquisition skill difficulties often also have | difficulties with literacy skills |
| Strategies that help students develop oral language | -speaking and listening opportunities -providing vocabulary instruction -opportunities to communicate -promoting auditory memory |
| Components of oral language development include | Phonological, Semantics and Syntax |
| Phonological Component | This component focuses on rules for combining sounds |
| Semantics | component focusing on smallest unit of sounds (morphemes) and how they are combined to make new words. |
| Syntax | focuses on how morphemes combine to form sentences |
| Expressive Language | involves the ability to use vocabulary, sentences, gestures, appropriate grammar and writing to verbally express themselves. |
| Expressive Language Skills | This type of language allows people to label objects in the environment, put words into sentences, demonstrate comprehension by verbally expressing feelings. |
| Receptive Language | Involves perceiving visual information, sounds and words, and written invormation. to comprehend language. |
| Receptive Language | Activities that maintain focus, building social skills, play and opportunities for interaction help build |
| Language Development- “Playful Hippos Talk More, Chat Always.” | Playful → Pre-linguistic Hippos → Holophrase Talk → Two-word More → Multiple-word Chat → Complex grammar Always → Adult-like |
| Pre-Linguistic Stage | -occurs in the first year of life -gestures -sounds like cooing and crying -eye contact |
| Holophrase Stage | -one word sentence stage -occurs in infants |
| Two-Word Sentence Stage | -typically develops by 18 months - (big balloon) verb and modifier |
| Multiple -Word Sentence Stage | -typically between 2-2 1/2 -begin forming sentences with subjects and predicates (tree is tall) -begin to use words in appropriate text |
| Complex Grammatical Structure | -typically between 2-3 - conjunctions and prepositions are added |
| Adult-Like Language Development | -typically between ages 5-6 -use appropriate words in context -can move words around in sentences maintaining appropriate sentence structure. |
| 5 Stages of Literacy Development | Emergent Reader, Novice/Early Reader, Decoding Reader, Transitional Reader, Fluent Reader |
| Emergent Reader (Stage 1) | -ages 6 months to 6 years -pretend reading, letter recognition, retelling stories, printing names |
| Novice/Early Reader (Stage 2) | -ages 6-7 years -understanding relationships between letter sounds and written /spoken words -read texts with high frequency words |
| Decoding Reader (Stage 3) | -ages 7-9 -able to read simple stories -begin to develop fluency |
| 5 Stages of Literacy Development | Emergent Reader, Novice/Early Reader, Decoding Reader, Transitional Reader, Fluent Reader |
| Emergent Reader (Stage 1) | -ages 6 months to 6 years -pretend reading, letter recognition, retelling stories, printing names -picture books, left to right directionality, letter and sound identification |
| Novice/Early Reader (Stage 2) | -ages 6-7 years -understanding relationships between letter sounds and written /spoken words -read texts with high frequency words -visual cues, language patterns and emphasizing letter/sound relationships |
| Decoding Reader (Stage 3) | -ages 7-9 -able to use decoding to read simple stories |
| Fluent/Comprehending Transitional (Stage 4) | -ages 8 to 15 -reading to learn new information -students encouraged to read books in series to develop characterization, plot, setting |
| Expert/Fluent Reader | -ages 16 and older -able to read narrative and expository texts with multiple viewpoints. |
| Basal Reading Series | connections between letters and sounds, alphabetic knowledge, phonemic awareness, word identification strategies |
| Expressive Language Disabilities | may have trouble conversing, limited vocabulary, trouble speaking in sentences. (can understand but not express) |
| Express Language Disabilites indicate issues in the | language processing center in the brain |
| Device for Literacy stages “Every New Decoder Turns Fluent.” | Emergent → recognizes letters, pretends to read Novice/Early → sounds out, beginning phonics Decoding → reads real words with effort Transitional → smoother reading, fewer miscues Fluent → automatic, expressive, strong comprehension |
Created by:
kchedden