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National Boards-EC
Set 4- Language Development
| Term | Definition |
|---|---|
| Early language development | genetics, environment and individual thinking processes all contribute to |
| literacy skills | Students who have oral language acquisition skill difficulties often also have difficulties with |
| 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 information 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 | This literacy stage occurs 9 to 18 months -one word sentence |
| Two-Word Sentence Stage | -typically develops by 18 to 24 months - (big balloon) verb and modifier |
| Multiple -Word Sentence Stage | This literacy stage occurs typically between 2 and 3. -begin forming sentences with subjects and predicates (tree is tall) -begin to use words in appropriate text |
| Complex Grammatical Structure | This stage of language development typically happens by age 5 - conjunctions, prepositions are added into conversation |
| 5 Stages of Literacy Development | Emergent Reader, Novice/Early Reader, Decoding Reader, Transitional Reader, Fluent Reader |
| Emergent Reader (Stage 1) | This literacy stages happens between ages 6 months and 6 years -pretend reading, letter recognition, retelling stories, printing names |
| Novice/Early Reader (Stage 2) | This stage of literacy development occurs ages 6 to 7. -understanding relationships between letter sounds and written /spoken words -read texts with high frequency words |
| Decoding Reader (Stage 3) | This literacy stage happens age 7 to 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) | This stage of literacy happens between ages 6-7 and includes -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) | This literacy stage happens at ages 7-9 -able to use decoding to read simple stories |
| Fluent/Comprehending Transitional (Stage 4) | This literacy stage happens between ages 8 to 15 -reading to learn new information -students encouraged to read books in series to develop characterization, plot, setting |
| Expert/Fluent Reader | This stage of literacy usually happens 16 or older -able to read narrative and expository texts with multiple viewpoints. |
| Basal Reading Series | This type of literacy promotes making 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) |
| language processing center in the brain | Expressive Language Disabilites indicate issues in the |
| 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