CLD 2 Part 2: Language and Reading Development

Comprehensive vocabulary flashcards covering spoken vs written language characteristics, Challs stages of reading development, phonological awareness milestones, story grammar elements, and narrative development stages.

Mental Lexicon

The dictionary in the brain that is accessed during both spoken and written language processing.

Spoken Language

A form of language that is transient, has more contextual supports, is more individualized, contains more redundant information, and possesses prosodic features.

Written language

A form of language that is more formal, more lexically dense, and more limited in functionality (mainly used to convey information).

Discrimination

A fundamental and foundational skill that comes first in reading; the ability to distinguish between different words or symbols.

Identification

Higher level skills that build off discrimination to recognize and identify specific linguistic units.

Simple view of reading

$$\text{Reading} = \text{Word recognition} + \text{comprehension}$$

Dyslexia

A specific deficit in single-word decoding based in a weakness in the phonological domain of language which has a secondary impact on reading comprehension.

Specific comprehension deficit

Delays in oral language acquisition that affect the ability to comprehend language in any form, whether oral (spoken) or written.

Subskills for word recognition

Decoding, phonological awareness, and sight recognition.

Decoding

The process of letter to sound correspondence and applying alphabetic principles.

Phonological awareness

Knowledge of syllables, phonemes, and segmentation; should be mastered no later than $2nd$ grade.

Alphabetical language

A writing system where each letter/symbol represents one phoneme; it is very dependent on phonological awareness but less demanding on memory (e.g., English).

Syllabary

A writing system where one symbol equals one syllable; it requires more phonological awareness than logographic systems but less memory (e.g., Japanese).

Logographic/pictographic

A writing system where one symbol equals one word; phonological awareness is not important, but the system is highly dependent on memory (e.g., Chinese).

Chall's Stage 0 (Pre-reading)

Age: Pre-K ($2-6$ years); Achievement: Literacy Socialization.

Chall's Stage 1 (Decoding)

Age: Grade $1-2$ ($6/7$ to $7/8$); Achievement: Phonological analysis, segmentation/synthesis of single words, and focus on letter-sound correspondence.

Chall's Stage 2 (Automaticity)

Age: Grade $2-4$ ($7/8$ to $9/10$); Achievement: Fluent reading where decoding is increasingly automatic and comprehension becomes more similar to spoken language.

Chall's Stage 3 (Reading to learn)

Age: Grade $4-8$ ($9/10$ to $13/14$); Achievement: Ability to perform complex comprehension with increased speed as decoding moves below consciousness.

Chall's Stage 4 (Reading for Ideas)

Age: Grade $8-12$ ($13/14-17/18$); Achievement: Recognition of various points of view and use of inferencing.

Chall's Stage 5 (Critical reading)

Age: College; Achievement: Synthesis of new knowledge and critical thinking.

Phonological Awareness Hierarchy (Complexity)

1. Rhyming songs (least complex), 2. Sentence segmentation, 3. Syllable segmentation/blending, 4. Onset-rime blending and segmentation, 5. Blending and segmenting individual phonemes (most complex).

LLD Syntactic Deficits

Occurs in about $50\%$ of those with Language Learning Disorders (LLD); involves difficulties with noun phrases, verb phrases, passive voice, and negation.

Vocabulary Breadth

A measure of how many words a child knows.

Vocabulary Depth

How much a child knows about a word; this specific measure predicts comprehension.

Vocabulary Retrieval

How fast, accurate, and complete a word is retrieved from memory.

Setting [S]

Story grammar element that introduces the context (when, where) and the main characters (who).

Initiating event [IE]

Events that set off the story and cause the main character to respond or trigger an immediate response.

Internal response [IR]

The internal reaction, thoughts, and feelings of the protagonist to the initiating event; takes longer to develop.

Plan [PL]

A character's intended actions to achieve a goal related to the initiating event; takes longer to develop.

Attempt [AT]

The observable actions of the main character in pursuit of a goal to solve the problem in the story.

Consequence [CQ]

The outcomes of an attempt, specifically the achievements or failures of the main character's goal.

Reaction/Resolution [RE]

How the main character feels, thinks, or reacts to the consequence and the lesson learned from the story; takes longer to develop.

Story Grammar Mastery

Elements [S, IE, IR, PL, AT, CQ, RE] should be developed no later than $7$ years.

Applebee's Stages of Narrative Development

Heaps ($2$ years), Sequences ($2-3$ years), Primitive narratives ($3-4$ years), Unfocused chains ($4-4;6$), Focused chains ($5$ years), True narratives ($6-7$ years).

Matthews effect

The influence of socioeconomic factors on background knowledge and reading outcomes.

Metalinguistic Skills

The ability to use language to talk about language, including defining words, dissecting sentences, and resolving ambiguity.

Metacognitive Skills

The ability to use language to reflect on, talk about, and manage one's thinking process, including self-monitoring and executive control.