(F) Language Intervention in Semantics-Application

true or false: data collection when targeting vocabulary shouldn’t distinguish between receptive and expressive use of semantic targets

false (they should distinguish)

When teaching word relationships, use:

-S_______

-A______

-H_____ & H________

-C________

-A______

-Synonyms

-antonyms

-homonyms & homophones

-Categorization

-Associations 

______: words with similar meanings

synonyms

_______: words with opposite meanings

antonyms

________: words that are both homophones and homographs

-they are spelled the same and sound the same, but have different meanings

-they look and sound the same, but mean different things

Homonyms

____________: words that sound the same but have different meanings and usually different spellings (two/to/too; sea/see)

homophones 

_______: words that are spelled the same but have different meanings and may have different pronunciations (wind/wind; read/read)

Homograph

_______ ______ _________ helps children:

-broaden and deepen word meanings

-build connections between related words

-improve retrieval and vocabulary felxibility

semantic feature analysis

Semantic feature analysis

________: what group or type the word belongs to?

category

Semantic feature analysis

___________: what the item does or what we use it for

function

semantic feature analysis

_________: where do you find it

location

semantic feature analysis

___________ what does it look like or key physical traits

-appearance

semantic feature analysis

_________: what other words or ideas are linked to it 

associations