CDS-2200 Unit 4: Exam Information and Vocab

Joint book reading does what?

* Exposes children to print/book conventions and increases print vocabulary
* Introduces children to ideas and vocabulary beyond their own experiences
* Great for school-readiness

“Reading” to toddlers can look like what?

* Labeling objects and actions
* answer what, what doing, and where questions

“Reading” to preschoolers can look like what?

* Explanations (why), affective explanations
* attributes- colors & shapes other descriptors
* vocabulary/grammar
* making predictions
* sequencing
* letter naming/print awareness
* story grammars/story retelling

What are some interactive reading techiques?

* Modeling
* Closure (fill-in)
* Expansion
* Asking open-ended questions
* Prediction
* Seqeuencing

What does CROWD stand for?

* Completion prompts
* Recall Prompts
* Open-ended prompts
* Why-prompts
* Distancing prompts

What are the 3 models of reading?

* Simple View of Reading
* Reading Rope
* Quadrant Model

Reading Comprehension is made up of what?

Listening Comprehension X Word Recognition

If a child has poor word recognition and good listening comprehension they may have what reading difficulty?

Dyslexia

If a child has good word recognition and good listening comprehension they may have what reading difficulty?

They are a typical reader

If a child has poor word recognition and poor listening comprehension they may have what reading difficulty?

Language Learning Disability

If a child has good word recognition and poor listening comprehension they may have what reading difficulty?

Specific Comprehension deficit

What skills does a child need to read?

* Oral language
* Phonological awareness
* Word recognition
* Print awareness
* Print conventions

What is an example of a sample task for rote imitation and enjoyment of rhyme and alliteration?

* pool, drool, tool
* “Seven silly snakes sang songs seriously”

What is an example of a sample task for rhyme recognition, odd word out?

“Which two words rhyme: stair, steel, chair?”

What is an example of a sample task for recognition of phonemic changes in words?

“Hickory Dickory Clock. That’s not right”

What is an example of a sample task for clapping, counting syllables?

* Truck (1 syllable)
* Airplane (2 syllables)
* Boat (1 syllables)
* Automobile (4 syllables)

What is an example of a sample task for distinguishing and remembering separate phonemes in a series?

Show sequences of single phonemes with colored blocks: /s/ /s/ /f/; /z/ /sh/ /z/

What is an example of a sample task for blending onset and rime?

* “What word”
* th-umb
* qu-een
* h-ope

What is an example of a sample task for producing a rhyme?

“Tell me a word that rhyme with car.” (star)

What is an example of a sample task for matching initial sounds; isolating an initial sound?

“Say the first sound in ride (/r/); sock (/s/); love (/l/)

What is an example of a sample task for compound word deletion?

“Say cowboy. Say it again, but don’t say cow”

What is an example of a sample task for syllable deletion?

“Say parsnip. Say it again, but don’t say par”

What is an example of a sample task for blending of two and three phonemes?

* /z/ /u/ (zoo)
* /sh/ /o/ /p/ (shop)
* /h/ /ou/ /s/ (house)

What is an example of a sample task for phoneme segmentation of words that have simple syllables with two or three phonemes (no blends)?

“Say the word as you move a chip for each sound”

* sh-e
* m-a-n
* l-e-g

What is an example of a sample task for phoneme segmentation of words that have up to three or four phonemes (include blends)

“Say the word slowly while you tap the sounds”

* b-a-ck
* ch-ee-se
* c-l-ou-d

What is an example of a sample task for phonemes substitution to build new words that have simple syllables (no blends)

“Change the /j/ in cage to /n/. Change the “a” in cane to “o”

What is an example of a sample task for sound deletion (initial and final)

* “Say meat. Say it again, without the /m/”
* “Say safe. Say it again, without the /f/”

What is an example of a sample task for sound deletion (initial position, include blends)

“Say prank. Say it again, without the /p/”

What is an example of a sample task for sound deletion (medial and final blend positions)

“Say snail. Say it again, without the /n/”

“Say fork. Say it again, without the /k/”

Logographic

Instant recognition using big picture

ex. McDonald’s, Toyota

Alphabetic

Sounding out words with sound-letter correspondenceO

Orthographic

Automatic word recognition

Letter-sound correspondence

Matching letter and sound

What are the skills needed to decode?

* Visually perceive and recognize letters
* Know sound-letter correspondences
* Use short-term auditory memory to hold the phoneme sounds
* Use phoneme blending skills
* When children are learning to read they often have to say the word aloud and heard themselves say it to access the stored meaning of the word in their brain
* A mental image of the printed word

Alphabetic Principle

Understanding a relationship between written letters + spoken sound

What are some examples of letters without the letter sound in the letter name?

w, h, y

Typically developing children have a short term memory of what?

5 words

Adults have a short term memory of what?

7-8 words

Typically developing preschoolers can blend what?

Syllables

Typically developing kindergarteners can blend what?

2 and 3 phonemes

Early first graders can blend what?

4 phonemes

Children with very strong visual memories may need to decode a word how many times?

10 times

Typical children may need to decode a word how many times for a mental image to be stored?

20-40 times

Children with weaker visual memories for print may need to decode a word how many times before it is stored?

80 times

Multisensory Techniques

Techniques beyond just looking at a card with the written word may be helpful for children to establish the mental image of the sight word

In reading, learning to decode takes place in what stages of childhood?

5-7 years old

Learning to decode includes what?

* Stage is marked by the learning of phoneme-grapheme correspondence rules
* Bottom-up processing during this stage-phonetic to visual route with repeated decodings
* “Word callers,” often miss meaning
* Difficulties- co articulation

What are the reading stages?

* Learning to read
* Transition
* Reading to learn

In reading, transition take place in what stages of childhood?

7-9 years old

In the transition stage, children learn how to use what?

* Decoding skills with automaticity
* The redundancies of the language
* Knowledge of story structure to derive meaning more easily from text
* Sight vocabulary based on orthographic structures is established

In reading, Reading to learn establ

Reading to learn includes what?

* Decoding skills should be automatic, thus freeing cognitive energy for text comprehension
* Silent reading
* This stage is focused on reading for facts, concepts or how to do things
* Chapter books

What are the 5 stages of spelling development?

* Emergent
* Letter-name
* Within word
* Syllable juncture spelling patterns
* Derivational consistency

K-2 grade spelling is usually what?

Written sentences often shorter than spoken

3-7 grade spelling is usually what?

Sentence length similar in oral production and writing

8+ grade spelling is usually what?

Written becomes longer and more complex

T-unit

One main clause with all the dependent clauses attached to it; basically a sentence

Phonology

Rules governing the distribution and sequencing of sounds of the language

Thematic

Personal experience/story

Taxonomic

Catergorical

Horizontal Development

Children add more features to the definition that are common to the adult definition

What definitional skills do toddlers have?

Point, show you, sound effect

What definitional skills do preschooler’s have?

Tells about personal experience, often includes function of the item or the action/function it performs

What definitional skills do early school age children have?

Attributes, parts, action/function- sometimes will include category; sometimes includes personal experience (inclusion of person experiences should be decreasing)

What definitional skills do later school age children (6th grade) have?

Conventional definitions- typically starting with the items category and matching this with its function and features to distinguish it from other items

Five year old’s interpret most figurative language how?

Literally

Idioms

Short phrases; don’t actually mean what is said

Similes

Comparison using like/as

Metaphors

Direct saying without like/as

Proverbs

Words to live by

Additive chains

* Sequences of sentences that can be arranged in any order
* No temporal/causal dependencies
* Some sense of unity

What age does additive chains take place?

3 years

Example of an additive chain?

I went on a picnic. And I saw a butterfly. And I ate sandwiches and cookies.

What age does temporal chains take place?

3-5 years

Temporal Chains

* Series of actions that show a temporal relation
* Order is important, but no causal link between actions

Example of temporal chains?

Yesterday, I went to the zoo. We rode the bus. And then we saw the giraffes

Causal Chain

* Has a “plot” or “episode”
* Entail a problem that has a consequence/solution
* Contains a setting

What age does causal chains take place?

5-6 years old

What age does multi-causal chains take place?

7-9 years old

Multi-causal chains

Multiple episodes

Decontextualized

Talking about things that are not there

Pragmatic Development

Changes in the classroom as compared to everyday communication

Main clause

A clause that can stand alone grammatically

Simple sentence

One main clause

Compound sentence

Two or more main clauses

Complex sentence

Sentence made of a main clause and at least one dependent clause

Dependent clause

Clauses that contain a subject & predicate but cannot stand alone grammatically

Simple infinitives

to + verb

Complement Clauses

Mental state + wh-words/that

Coordinate Conjunctions

And, or, but

Subordinate conjuctions

Because, when, if, so, after, until, before, since

Relative clauses

Noun + that/who/which

Phrase

A group of related words that does not include a subject and a predicate and typically is used as a noun substitute or a noun or verb modifier

Prepositional phrase

Preposition + phrase

Participle phrase

Verb + ing; acts like a clause

Bilingualism

Speaking two languages well

Simultaneous Bilingualism

* Learns 2 languages at the same time
* Prior to age 3

Sequential Bilingualism

* Learns a language after another
* Post age 3

Dialect

Rule-governed variation of a language

Dynamic Assessment

How fast something is learned