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Lang. Devel. Q3
| Term | Definition |
|---|---|
| Mean length utterance | measure of linguistic complexity of a child's language; calculated by dividing total number of morphemes by total number of utterances |
| aspect | dynamics of an events; controlled by the verb |
| epenthesis | inserting a vowel where none is required |
| phrase | group of words that do not contain subject or a verb |
| sibilant | sound produced by forcing air through a constriction |
| tense | how we mark a verb; whether or not its past, present, or future |
| noun phrases | a group of words that functions as a single syntactic unit that is less than a sentence and does not contain a subject and a verb |
| verb phrases | syntactic element that expresses existence |
| metalinguistics | refers to the use of language knowledge to talk about language |
| metaphoric transparency | the amount of literal-figurative relationships in a narrative; high or strong relationships results in easy interpretation |
| morphophonemic | term that is used to refer to changes in sound production related to meaning changes |
| story grammar | narrative framework that specifies the underlying relationship of the story components; introduction, character, setting, challenge, meet challenge, response to outcome |
| chunking | semantically arranging information, most often into categories; when learning new vocabulary the child will try to associate it with what they already know |
| decoding | the ability to break a word into it component sounds and then blending them together to form a recognizable word (k-2nd grade) |
| blending | the ability to create a word from individual sounds and compare initial phonemes in words for likeness and difference |
| phonemic awareness | the ability to manipulate sounds such as blending sounds to create new words or segmenting words into sounds |
| phonological awareness | a metalinguistic skills that includes sound identification, segmentation, blending, and rhyming; better phonological awareness is related to better reading |
| print awareness | knowledges of letters/words, the ability to to identify some letters by name, and knowledge of the way in which words progress through the book |
| genderlect | style of talking used by the genders |
| coarticulation | the influence of one phoneme on another during connected or running speech |
| male conversation style | direct, role of information provider, less eye contact, provide little feedback, topics change often and rarely are involve personal feelings |
| female conversation style | indirect, facilitator, more listening, used to create intimacy, greater sharing of feelings, topics are more focused |
| 4 narrative types | recount, eventcast, accounts, stories |
| recount narrative | tells about past experiences in which a child participated or observed or read and is usually requested by an adult |
| event cast narrative | an explanation of some current or anticipated event and may be used to direct others in imaginative play sequences |
| account narrative | highly individualized spontaneous narratives in which children share their experiences and thus not reporting information that has been requested by an adult |
| stories narrative | fictionalized, endless content variation, known and anticipated pattern in which main character must overcome some challenge |
| narratives | cohesive story or account of related events, either fictional or non-fiction, aimed at organizing ideas; largely learned at home |
| female vocabulary choices | less swearing, more details, use more polite terms, use of emotional expressions |
| influences on semantic development | age, gender, SES, cultural background, educational level |
| pragmatic development | greatest influence in class; genetics have a greater contribution; different rules for talking in class, "Text-related" language, required to use precise word meanings |
| middle and high school conversations | frequent eye contact, nodding, neural and positive facial expressions, statements made in response to what has been said |
| sentence types | declarative, interrogative, imperative, negative |
| declarative sentences | basic subject, verb, and object format |
| interrogative sentences | intonation to ask a question to request information |
| imperative sentences | direct command or request |
| negative sentences | states that something is false or untrue |
| compound sentences | at least 2 independent clauses |
| phonological processes | syllable structure, substitution |
| syllable structure | syllable changed or altered by final consonant deletion, deletion of unstressed syllables, reduplication, reduction of clusters |
| substitution | replace some speech sounds with others; stopping or fronting |
| stopping | a sound normally an affricate or fricative is replaced with a plosive |
| fronting | sounds produced in the back of the mouth are replaced with sounds produced in the front of the mouth |
| order of phoneme acquisition | english vowels are often acquired by age three before consonants |
| manner acquisition | nasals, stops, fricatives, affricates |
| place acquisition | glottal, bilabial, velars, alveolar |
| acquisition of grammar and sentences | vary greatly; exact cause is unknown |
| phonological awareness tasks | syllabication; phoneme ID; alliteration |
| steps to reading | print awareness, pretending to read, around age 4 can start to recognize some words including their name, age 7-8 understand sounds symbol correspondence, emphasize reading for comprehension |
Created by:
zoedinius