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Speech Development
Speech Development Final Study Guide
| Question | Answer |
|---|---|
| Four types of narratives | recount, eventcast, account, story |
| recount | past experiences, events in which the child participated or read about (caregiver prompts) |
| eventcast | explanation or anticipated event (I'll be the mommy, you be the daddy) |
| account | spontaneous narratives in which children share their experiences (guess what?) |
| story | fictionalized, content variation, character must overcome some challenge |
| story grammar | setting + episode (internal response, internal plan, attempt, consequence, reaction) |
| setting | characters introduced, habitual actions described and placed into context |
| episode | initiating event or problem |
| internal response | character's response to the episode |
| internal plan | the plan set up by character to resolve the episode |
| attempt | the plan put into action |
| consequence | the result of the attempt (success or failure) |
| reaction | character response to outcome |
| what happens to topic during the elementary school years | as the child grows they initiate fewer topics, but are able to maintain those topics longer |
| why do older children use indirect requests better | 1)more syntactic ability 2)more awareness of others and social roles |
| what happens with indirect requests during elementary school years | by age eight a child usually has a good grasp of indirect requests, but this skill increases into adulthood |
| does culture affect politeness and indirect request usage | YES |
| when is adult mastery of indirect request usage achieved | adolescence |
| comprehension of indirect requests at age 6 | trouble |
| comprehension of indirect requests at age 8 | understanding, but still needs work |
| comprehension of indirect requests at age 11 | highly competent, not many mistakes made |
| ways to respond to stacked requests for clarification | repetition, revision, addition, cue, inappropriate |
| repetition | saying the exact same phrase a second time |
| revision | stating the phrase in a different way |
| addition | adding information to clarify |
| cue | provides definition or background |
| inappropriate | not responding |
| development sequence for responding to stacked requests for clarification | 5 yrs old- low 7 yrs old- medium 9 yrs old- high |
| how words are learned by elementary school children | direct instruction, contextual, abstraction and morphological analysis |
| direct instruction | definitions or explanations (teachers, parents, dictionary) |
| contextual abstraction | using cues from context to assess meaning -syntactic (participial phrases, relative clauses, conjunction "or" and linked synonyms) or semantic (restatement, examples, similes, metaphors, cause/effect) |
| participial phrases | syntactic abstraction (drenched by the heavy rain he was soaking wet) |
| relative clauses | syntactic abstraction (the dietitian, who planned the meals) |
| conjunction "or" | syntactic abstraction (the summit, OR the top of the mountain) |
| linked synonyms | syntactic abstraction (sad, despondent) |
| restatement | semantic abstraction (attribute, you have to be tall to succeed as an athlete) |
| example | semantic abstraction (such as the tyrannosaurus...) |
| similes | semantic abstraction (as and like) |
| metaphors | semantic abstraction (the implication of as and like) |
| cause and effect | semantic abstraction (the pain was alleviated by the medication) |
| morphological analysis | using the components of a word to figure out its meaning |
| words learned in elementary school that support literacy | polysemous terms, adverbs of likelihood, abstract nouns, factive verbs, non-factive verbs |
| polysemous terms | words that have more than one meaning (sharp sweater) |
| adverbs of likelihood | probably, definitely, considerably, severe... |
| abstract nouns | words that refer to intangible concepts, mental states, or emotions (courage, freedom) |
| factive verbs | truth of the complement clause that follows a factive verb assumed as a certainty (see, know, notice..) |
| non-factive verbs | truthfulness of the complement clause is uncertain (think, believe, |
| metalinguistic awareness skills include | recognizing phoneme, syllable, and word boundaries, recognizing that a sentence is grammatical, recognizing that two sentences mean the same thing, appreciating figurative language, recognizing ambiguity |
| metalinguistic awareness (competence) | the ability to understand language and its components |
| why do we bother with metalinguistic awareness | critical to reading, many of our assessments and tools require this ability, those with language impairment tend to also have poor metalinguistic awareness |
| two approaches to studying metalinguistic awareness | cognitive and social constructivist |
| cognitive approach to studying metalinguistic awareness | studying the underlying cognitive abilities that make metalinguistic awareness possible |
| social constructivist approach to studying metalinguistic awareness | studying the social interactions that make metalinguistic awareness possible |
| developmental stage one of metalinguistic awareness | responding to requests for clarification, adjusting speech to a specific listener, judgments based on meaning and word play(ages 1-6) |
| developmental stage two of metalinguistic awareness | grammar judgements, phonological ambiguity, interpretation (ages 7-11) |
| developmental stage three of metalinguistic awareness | appreciation of figurative language: idioms, metaphors, similes, hyperbole and adages (ages 10-12) |
| idioms | expressions that have both a literal and a figurative meaning "hit the ceiling" "step out of line" |
| acquisition of idioms | hard for young children, but increases into adulthood |
| transparent idioms | the figurative meaning is an extension of the literal meaning. ie:“Skating on thin ice” |
| opaque idioms | little connection between the literal and figurative meaning |
| metaphors | a topic is likened to another term ("vehicle") on the basis that they share common ground |
| predictive metaphor | there is one topic and one vehicle |
| proportional metaphor | two topics and two vehicles that express an analogy at an underlying level |
| simile | a predictive metaphor that is strengthened by the word "like" |
| acquisition of metaphors/similes | appears in preschool, but mastery does not take place til adulthood |
| why are we interested in reading | reading is a language activity |
| learning to read bottom up | learning letters, combining them into words, words into sentences... |
| learning to read top down | learning with a heavy emphasis on meaning and context |
| emergency literacy period | literacy artifacts/events and types of knowledge gained from those experiences |
| what is learned in the literacy emergence period | learn about print, phonology, the importance of reading |
| stage one of literary awareness | focus on decoding (kindergarten to 2nd grade) |
| stage two of literary awareness | attention directed to understanding meaning (third grade) |
| stage three of literary awareness | begins systematic learning and application of grapheme-morpheme rules (fourth grade) |
| stage four of literary awareness | attention directed to more sophisticated comprehension skills like inference and view points (high school) |
| stage five of literary awareness | conceptual integration, critical judgment, and new thinking (college) |
| language at home vs. language at school | home is a more relaxed environment, emphasis is on communication, meaning is in context, school is more formal, grammar is more important, the meaning is in the words |
| the jump to literacy is hard because... | it's a jump from concrete to abstract |
Created by:
deezer
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