CSAD 336 School-Age Language Development Pt. 1

for exam 4

stage 1 of reading

initial reading/decoding; 5-6 years; learning the sounds that go with letters and all of the letter that make up words; laborious and tedious - takes a very long time for kids to read and sound out words; decoding words, not understanding them

stage 2 of reading

confirmation, fluency, and ungluing from print; 7-8 years; more confidence in reading, fluent reading, and beginning to focus more on understanding the words rather than just reading them (ungluing); when reading comprehension questions are introduced

stage 3 of reading

reading to learn; 9-14 years; reading to gain new information and to learn about things; takes a long time; reading comprehension tests are frequently given in this stage

the types of reading disorders

dyslexia, developmental language disorder, and dyslexia + developmental language disorder

stage 4 of reading

multiple viewpoints; 14-18 years; reading to analyze complex perspectives that are not your own

stage 5 of reading

construction and reconstruction; 18 years and older; creating your own thoughts and viewpoints from reading and adjusting them based on new knowledge gained

metalinguistic competence

the ability to use language to talk and think about language; thinking about and analyzing language as an object of attention

figurative language

a metalinguistic ability; “figures of speech”; language that has a meaning different from its literal meaning; things like metaphors, hyperboles, etc; involves form, content, and use

phonemic awareness at 5-6 years old

segmenting words into sounds; phonemic awareness outside of reading (being able to say it); example - what does /b/, /a/, and /t/ make?

phonemic awareness at ~7 years old

deleting and manipulating sounds (tree → trees)

types of figurative language

slang, metaphors, similes, hyperboles, idioms, irony, sarcasm, and proverbs

mastery of sound modifications

a form of phonological development occurring during school-age; involves correctly making sound modifications based on corresponding phonemes (e.g., plural -s on “match” is different than plural -s on “dog”)

vowel modification

a form of phonological development occurring in school-age; involves correctly modifying vowels with the addition of derivational morphemes (e.g., the “i” in decide is changed when you add -sion for “decision”)

morphosyntax - morphology in school-age

derivational morphemes are acquired; both prefixes (un-, dis-, etc) and suffixes (-ly, -ment, etc.)

morphosyntax - complex syntax in school-age

things like dependent clauses, adverbial conjuncts, and past-participles; use narrative discourse to analyze it; 20% of utterances should be complex syntactically by kindergarten

adverbial conjuncts

a word used as a conjunction to a previous sentence, usually occurring at the beginning of a sentence (however, finally, although)

three ways in which school-age kids can learn new words

direct instruction, contextual cues, and morphological analysis; tier 2 and 3 words are learned

direct instruction

can involve explicit teaching of meanings or being told to look words up in glossaries or dictionaries

contextual cues

using surrounding context to learn new words; requires multiple exposures; you get taught how to do it

morphological analysis

breaking down unfamiliar words into familiar parts (e.g., breaking decision down into “decide” and -sion)

vocabulary growth in school-age

involves both knowing many words (breadth) and words with multiple meanings (depth)

example of depth

knowing “fish” but also that sharks are fish too

number of vocabulary words kids should have by the end of high school

60,000 on average; kids learn a lot at first and then it slows down

literate language features acquired in school-age

elaborated noun phrases (adjective and adverb), adverbs specifically, conjunctions (coordinating and subordinating), and mental and linguistic verbs

literate

means you can properly speak, read, and write

coordinating conjunction

the FANBOYS; for, and, nor, but, or, yet, so

mental verbs

involve acts of thinking; wondered, thought, knew, etc.

linguistic verbs

involve dialogue; yelled, whispered, said, etc.