slp 329 final exam

ch 10-12 (final)

account

Children spontaneously share personal experiences without being prompted

account ex

A child runs into the classroom and says, "Guess what? I lost my first tooth last night!"

decentration

a cognitive shift where children move from focusing on one feature of a situation to considering multiple aspects at once

decentration ex

Instead of saying, "That's a big dog." a child says, "That's a big, fluffy dog who's friendly and likes to run.”

eventcast

• A type of narrative that explains some current or anticipated event

• Event casts often accompany the play of young children.

eventcast ex

"You're the daddy; and you pretend to get dressed; you're going to take the baby to the zoo"

metalinguistic

thinking about language — like noticing when something sounds wrong or knowing how to fix it

metalinguistic ex

Recognizing that "runned" is not the correct past tense of "run"

metaphoric transparency

• How closely a figurative phrase is related to its literal meaning

• The closer the relationship, the easier it is to understand

metaphoric transparency ex

Idioms, such as hold your tongue, have closely related literal and figurative meanings or are metaphorically transparent because the meanings relate to speaking and to the tongue

morphophonemic

Referring to changes in sound production related to meaning changes.

morphophonemic ex

The final /k/ in electric changes to a /s/ in electricity

nonegocentrism

Ability to take another person’s perspective

nonegocentrism ex

As a child gains greater facility with language structure, he or she can concentrate more on the audience

recount

when a child tells about something that really happened and that both the child and the listener experienced or know about

recount ex

a preschooler might say, "We went to the park. I saw a dog. Then I went on the slide.”

story

made-up narrative with characters and events, like a pretend adventure or fantasy

story ex

a child might make a story like, "I fought a dragon."

story grammar

basic structure of a story — like having a character, a problem, events that happen, and how the problem is solved

story grammar ex

In a story about Pushkin the kitten, he gets stuck in a tree (problem), tries to jump down (attempt), and is rescued by Dusty (resolution).

blending

phonemic awareness skill that involves combining individual sounds to say a whole spoken word.

blending ex

A child hears the sounds /k/ /æ/ /t/ and says “cat.”

critical literacy

when a reader thinks deeply about what they read, asks questions, and looks for meaning or messages behind the words

critical literacy ex

After reading a story about a lost kitten, a child asks why the author made the kitten seem scared and what the story is really trying to teach

decoding

breaking a word into component sounds, then blending them together to form a recognizable word

decoding ex

Asking a child what word you are saying by breaking apart the word: "C A T" = "Cat"

dynamic literacy

reading different texts and using the ideas together — like comparing stories or using what you read to solve a problem

dynamic literacy ex

A student reads two articles about caring for kittens and uses what they learned to explain how Dusty and Pushkin might react to a new toy

literacy

being able to read and write to learn and communicate

literacy ex

A student reads a book about cats and writes a report explaining how to take care of Dusty the kitten

metacognition

thinking about your own thinking — like knowing what you understand or need help with while learning

metacognition ex

a child learning English knows that they remember words better when they say them out loud and use them in a sentence

morphological awareness

the ability to recognize that words are made up of morphemes and attach meaning to each morpheme in a word

morphonological awareness ex

A 5-year-old hears the word "builder" and figures out it must mean someone who builds because they already know the verb "build" and the morpheme "-er"

phonological awareness

broad listening skill that includes recognizing and working with sound patterns in spoken language—like syllables, rhymes, onsets, and phonemes.

phonological awareness ex

A child claps out the syllables in “kitten,” identifies that “cat” rhymes with “hat,” and says it starts with the /k/ sound

phonemic awareness

• most advanced part of phonological awareness

• It focuses only on identifying and manipulating individual sounds (phonemes) in spoken words — without looking at letters.

phonemic awareness ex

A child hears the word “bat” and can say it has three sounds: /b/ /æ/ /t/, or change /b/ to /c/ to make “cat.”

phonics

• Phonics is an instructional method that teaches how written letters (graphemes) match spoken sounds (phonemes)

• It helps children decode written words.

phonics ex

A child learns that the letter “c” usually represents the /k/ sound and uses that rule to read new words like “cup” or “cat.”

print awareness

knowledge of letters and words, ability to identify some letters by name, and knowledge of the way in which words progress through a book

print awareness ex

knowing the direction in which reading proceeds across a page and through a book, being interested in print, and recognizing some letters

segmentation

phonemic awareness skill where a child breaks a spoken word into its individual sounds (phonemes)

segmentation ex

A child hears the word “dog” and says the separate sounds /d/ /o/ /g/.

coarticulation

when your mouth starts getting ready for the next sound before you're finished saying the current one

coarticulation ex

In the word ‘snooze,’ your mouth starts to get ready for the /z/ sound while still saying the /n/

genderlect

the different ways that men and women tend to speak, based on social and cultural patterns.

genderlect ex

Men tend to be more direct in their communication and more likely to engage in conversations about sports, politics, or technology

When making conversational repair, 6-year-olds are capable of addressing the perceived source of the breakdown.

False: 6-year-olds typically are not yet fully capable of addressing the specific source of a conversational breakdown during repair.

An indirect request is a statement that does not refer directly to what the speaker wants.

True

The following are all components of story grammar EXCEPT

complete episodes

Which of the following is NOT true concerning the development of indirect requests?

Declarative forms are more difficult to interpret than interrogative.

A child is typically able to produce all elements of story grammar by age

9

The brain is nearly adult in size by age ________, but development is not complete.

8

A school-aged child produces and understands indirect requests at the same level as an adult.

False: Children can use indirect requests but often struggle with nuanced or complex ones.

Vocabulary size is highly influenced by ________.

all the above

• age

• culture

• experience

Narratives characterized as reaction sequences consist of

events that cause actions but with no goal.

The early school years are characterized by growth in which of the following aspects of language?

All the above

• morphology

• phonology

• pragmatic

• semantics

During metalinguistic analysis, a child reflects on language as a decontextualized object.

True

Some theorists have called the preschool years the ________ for language development, assuming that the brain is less plastic and less capable of learning after these years.

critical period

Passive sentences tend to be easy to produce and comprehend for English-speaking children.

False: Passive constructions are more complex and typically not mastered until later in childhood.

About ________ of the utterances are effective in a peer-to-peer conversation between young school-aged children.

60%

Figurative language includes all but which of the following?

gerunds

The typical features of children's narratives are largely similar across cultures.

False: children's narratives vary across cultures in structure, content, and style. Cultural differences influence how stories are organized, what information is emphasized, and how events are described.

The primary conjunction used to link the sentences in narratives of young school-aged children is

and

Development of comprehension of proverbs may continue into adulthood.

True

A recount is a form of narration in which the speaker

Shares an experience also known to the listener

Children do not comprehend some forms of passive sentences until about age ________.

5 ½

A first grader has an expressive vocabulary of roughly

2600

A narrative that contains the following elements: Setting, Initiating Event or Internal Response and Direct consequence is best described as a(an.

abbreviated episode

The following are all forms of narration EXCEPT

nonegocentrism

In terms of style-switching, children demonstrate which of the following with parents as compared to peers?

more demands

Adults still have a large amount of control over conversations with early school-aged children.

True

During the school years, the child's definitions become

more socially shared

By age ________, full adult stress and accent is acquired.

12

________ is the ability to take the perspective of another person.

nonegocentrism

During the school years, there is a shift away from deictic terms to more specific terms such as "left" and "right."

True

A story grammar consists of a setting and episode structure.

True

Mature readers ________ in reading.

none of the above

All of the following are DIFFERENCES between oral language and reading and writing EXCEPT which of the following? Reading and writing:

have explicit set of rules

Comprehension emerges from

all the above

• reader's prior knowledge

• word meaning

• grammatical processes

• sound meaning

What types of language skills are essential for decoding?

phonological

Phonological awareness consists of all but which of the following?

phoneme-grapheme relationship

Skilled readers take ________ to process a written word.

less than a quarter of a second

Place the following levels of comprehension in order from earliest developing to latest developing: 1. dynamic literacy 2. decoding 3. critical literacy.

2, 3, 1

The self-regulatory aspect of reading and writing is called

executive function

A reader's mental dictionary is known as

lexicon

A history of speech and language problems has ________.

none of the above

Reading development via book sharing typically begins around what age?

1 yr

Through book-sharing, children gain knowledge of the direction in which reading proceeds across the page and learns to recognize some letters. This is called

print awareness

Reading is ________.

a lang-based skill

________ are most important to early reading success.

a&b

• Early exposure to reading

• A literate atmosphere

How many words are children explicitly taught to spell in elementary school?

4k

Phonological skills are required for decoding, whereas syntax, morphology, semantics, and pragmatics are vital for ________.

comprehension

Efficient readers use ________, such as slowing down for more difficult text.

self-regulation

In ________, a child becomes aware of print and sounds while gradually making associations.

pre-reading

Poor or inexperienced spellers produce ________

b&c

• poorer quality texts

• shorter texts

By ________, teens are capable of revising all aspects of writing

jr high

Which of the following best describes the spelling process of a mature speller?

Using multiple strategies including phonological, morphological, and orthographic knowledge

What does it mean when we say children “don’t take into account the reader’s needs” in writing?

They assume the reader knows their thoughts or experiences