Language and Literacy Midterm

The Simple view of Reading

word reading x language comprehension = reading comprehension

Basically, you can predict reading comprehension score if word reading (decoding) and language comprehension are known

cognitive theory of language acquisition

language is driven by our cognitive representations and processes. cognitive representations (schemas) change developmentally.

schema

Building block of knowledge. ex. schema of restearant : sit down, recieve menu, waiter takes order, etc. changed through assimilation or accommodation

assimilation

New information added to exsistingschema. ex. l have a white dog. l see a brown dog. I am told it is a dog. MYschema has been added to, now I know 2 types of dogs.

accommodation

Newinfo is so different schema must be restructured. ex. child learns new lexical category and no longer calls neighbors dog "cat"

Piaget's stages of cognitive development

sensorimotor, preoperational, concrete operations, formal operations

sensorimotor

language functions primarily egocentric and socialized. language production includes crying and babbling.

0-2 years

Pre operational

language becomes symbolic, language production goes from siingle words to simple sentences

2-7 years

concrete operations

language becomes socialized, understand concepts like time, gain reasoning skills, learn language rules when made visible

7-11 years

formal operations

higher order reasoning and ability to abstractly think, can engage in hypotheticals, non literal language, morals and politics

12years- adulthood

behaviorist theory of language acquisition,

NO internal mechanism for learning language, language is learned behavior.Children imitate caregivers then modify language due to operant conditioning

3 challenges to behaviorist theory

positive punishment

adding something unpleasant to discourage benavior. ex. scolding child for swearing

negative punishment

taking away something desirable to discouragebehavior.ex taking away iPad when child is misbehaving

positive rein-orcement

giving something toencourage behavior. Ex. give child fret for cleaning

negative reinforcement

taking away something unpleasant to encouragebehavior. ex-removing curfew after chores

Nativist theory of language acquisition

children have innate instinct, hardwired for learning language.LAD, critical period, universal grammar

Language acquisition device (LAD)

neurological basis for language and its acquisition

all children share internal constraints which charactericize construction of grammar

how children know that when you point to an animal and say bunny, yourrneferring to the animal and not the ground, the fluffiness of the bunny, etc.

universal grammar

innate template for language

critical periods

ability to learn language has biological limits, cuts off at puberty

interactionist theory of language acquisition

while then is biological basis, social interaction is fundamental to l anguage acquisition, Language Acquisition support system

Language support acquisition support system

Parents/caregiver, teachers, peers, media, environment

Phonology

speech sound system

Study of sounds and the rules that govern combining them in a language

can you hear the sounds that make up words

subfields: phonetics, phonemes, phonological awareness

Phonological system

includes inventory of sounds and their features, and the rules of a language that specify how sounds interact

phonetics

descriptions of the sounds itself. ex. saying the 'duh' sound - puff of air or not?

subfields:articulatory phonetics, acoustic phonetics, auditory phonetics

phonemes

sounds that have meaning within a language

phonological awareness

explicitly an identify manipulate soundsin language . hear the sound, play with it, identify it, change it, be able to think about it, critical for learning the sound connections

Phonemes

basic unit of speech sounds

Place of articulation

where does air get obstructed in the vocal track? Bilabial, labiodental, interdental, alveolar, Palatal, velar, glottal

manner of articulation

how is the airflow obstructed? Stops, fricatives, affricates,nasals,liquids, glides

voicing

voiced: vocal cords vibrate. unvoiced: no vibration

vowels

unobstructed vibration in the vocal tract. resonance caused by position of tongue, oral pharynx, jaw

Physical dimensions of vowels

tongue height: high, mid, low

frontness: front, back

Lip rounding: round, spread

tenseness: tense, lax

internal structure syllables

onset and rime

rime -> nucleus and coda

Phonemic awareness

subtype of phonological awareness , explicitly identify and manipulate phonemes

critical for learning to read an alphabetic language

matching and identifying - blending - deletion- substitution

Development of phonological awareness

word level - rhyming- syllable- onset and rime - phoneme

word level stage of phonological awareness

recognition that streams of speech can be broken down into single words, appears around 3yrs

rhyming

recognition and appreciation of rhymes (around age4) generation of rhymes ( ages 5)

syllables

Blending:What word does CAN DY make? appears 4 Yrs

segmenting: say CANDY slowly, each syllable clear, appears kindergarten

deleting: say CANDY. now say CANDY but don't say DY. appears kindergarten

onset and rime

segmenting onsets: children asked to identify onsets of words.ex. what is the first sound in CAT

blending onsets and rimes: Children asked to combine an orset and rime to form a new word.ex. what word does ST - OP make?

relevant for beginning reading with word families

morphology

system of forming words

governs how meaningful units of language can be combined to form words.

morpheme

smallest grammatical unit, smallest unit in language that contains meaning

word

fundamental unit of Iinguisticmeaning, contain one or more morphemes

Lexicon

vocabulary or inventory of words

3 tiers, tier 1: basic, tier 3: big words

Free morphemes

units of meaning that can standalone as words, do not have to be combined with other morphemes. ex. sky, play, elephant

independent bases

most free morphemes can be combined with at least some other morphemes , ex. SKYline, rePLAY,

content, function

Bound morphemes

sublexical meaning units that can't stand independently as words.

convey important meaning when added to base/root words, some rootwords are also bound morphemes. ex FLATE : de FLATE

subfields: bound roots, affixes, contracted forms

bound root

the base of the word which must have an affix attached

ex. ‘rupt’, needs inter-rupt, e-rupt, etc.

affix

a morpheme that must be attached to a base. ex. re, non, ing

prefixes, suffixes, combining forms

contracted form

word made up of 2 words, drops some letters, and uses an apostrophe in their place

ex. do not → don’t

content

free morpheme, consists of nouns, verbs, adjectives, adverbs

function

free morpheme, word necessay for grammar

Prefixes

affix that occurs before base

suffix

affix that occurs after base. ex: -ness, -ly

inflectional, derivational

combining form

Affix that can occur before or after base

inflectional morphology

combination of stem and morpheme resulting in word of same grammatical class and general meaning remains the same

usually fills syntactic feature such as agreement.

ex. plural -s, past tense -ed

derivational morphology

combination of stem and morpheme usually results in a word of a different class, meaning of New word can be hard to predict ex. verbs into nouns : spell →speller , nouns into verbs: random → randomize .

morphological awareness

explicitskill at identifying and manipulatinf morphemes

knowledge of morphemes can help reading and writing development

discriminates good and poor readers

also strong relationship with text reading fluency and vocabulary

historic layers of english

anglo saxon-Norman French - latin-Greek

Anglo-saxon layer

short, monosyllabic words. Highfrequency words, often refer to everyday things . ex. sky, sheep, father

Norman French layer

Often have special endings, such as -ine, -ette, -elle

source of the spellingrule : c and G are pronounced /s/ and /j/ when followed by E, I and Y

words for food and fashion, abstract social ideals, relationships

ex.cousin, peace, beautiful

Latin layer

constructed aroundroots whose meanings are changed by adding prefixes and suffixes

contentwords found in social sciences, physical sciences, and literature

ex. terrestrial, soar, aquarium

Greek layer

uses combining forms

can combine with other bound morphemes in flexible order

often used in modern scientific, philosophical, and mathmatical terms

hypnosis, neuropsychology

orthography

study of writing systems

ideographies

Writing system where:

graphemes represent meanings

pictographs represent concrete objects

ideographs represent abstract ideas

ex. egyptian hieroglyphs ?

logo graphy

writing system where graphemes represent individual words

ex. Chinese, Japanese kanji

Syllabary

each grapheme represents a syllable

ex. Japanese hiragana

alphabets

abugida: syllabic alphabet.ex. devanagari

abjads: letters are all consonants, vowels are diacritical marks. ex. Arabic

Full alphabet: each grapheme represents a phoneme (both vowels and consonants) ex. english

shallow orthographies

consistent relationships between graphemes and phonemes.ex. Spanish, german

Deep orthographies

less consistent relationship between individual graphemes and phonemes.ex english

The reading rope

language comprehension -word recognition= skilled reading

connectionist models of reading development

reading system framework

stages of reading development

prealphapetic , partial alphabetic, full alphabetic, consolidated

Prealphabetic stage of reading development

childrenrely on visually salient and contextual cues to identify words, do not use letter-soundcues

Partial alphabetic stage of reading development

children use letter names or sounds to read or write

they can't decode unfamiliar words

full alphabetic stage of reading development

children have learned phoneme-grapheme correspondences

they can analyze and form grapheme-phoneme connections to read and spell unfamiliar words

consolidated stage of reading development

children can read words by using larger consolidated spelling patterns (syllables or morphemes)

they can use larger chunks to decode and spell multisyllabic words

systematic Phonics instruction

Children are explictiy taught the grapheme-phoneme correspondences (GPCs) inaclear, sequential order, moves rom simple to more complex GPCs

explicit spelling instruction should include

spelling patterns , word origins, morphology

5 domains of language

Phonology, Lexicon, syntax, morphology, pragmatics

Syntax

systemic rules for combining words

prescriptive grammar: rules people think must be followed

Descriptive grammer: rules people actually use

Pragmatics

Use of language as a social tool.

includes understanding of register, turn taking, literal vs. non literal language

Regularitiy

Degree to which graphemes have the same pronounciation.

ex. B represents /b/ vs. C represents /k/ and /s/

Consistency

Degree to which letter patterns have the same pronounciation on different words

ex. INT in mint and pint

affriction

when /t/ is followed by /r/ or /yu/, sounds like /ch/

Frith Model of how children develop reading skill

1. logographic/pictorial stage: child’s brain photographs words and visually adjusts to the shape of the alphabet’s letters

2. alphabetic/phonological stage: brain begins to decode the letters (graphemes) into sounds (phonemes)

3. Orthographic stage: able to recognize words quickly and accurately

Chall Models of how children develop reading skills

0. prereading

1. initial reading and decoding

2. confirmation and fluency

3. redaing for learning the new

4. multiple viewpoints

5. construction and reconstruction

Bear et al.’s model of spelling development

1. emergent

2. Letter Name Alphabetic

3. Within word pattern

4. syllable juncture

5. derivational relations