Ch. 9 Flashcards

Question

pig latin

Answer 1

move any consonant at start of word at end of word and say "ay" after it

Answer 2

adding sounds onto start of every word -change order of words

Answer 3

sign communication --can be children's "mother tongue," bilingual learners, common mistakes -oral communication --5-10 hrs. weekly

Answer 4

children understand first 50 words before they produce them -rapid growth in vocab. --18 mths-5 yrs. --1 word every hr. --1st grade: 14,000 words

Answer 5

words they hear often, what's interesting, better in responsive enviro. -meaningful context, clear info. of meaning, grammar and vocab. considered

Answer 6

Head Start Program (U.S. Dep. of Health and Human Services) -early childhood edu., health, and parent involvement to low income families -goals: --improve edu. outcomes, socioemotional and behavioral growth -self-control, self-esteem, pos. parenting practices

Answer 7

words child understands

Answer 8

words child uses

Answer 9

tendency to apply a word to objects that're inappropriate for word's meaning -children don't know appropriate word or can't recall it

Answer 10

tendency to apply a word too narrowly -occurs when children fail to use a word to name a relevant event or object

Answer 11

18-24 mths. -convey meaning through gesture, tone, and context

Answer 12

identification, location, repetition, possession -attribution, agent-action, question

Answer 13

use of short and precise words w/o grammatical markers --articles, auxiliary verbs, and connectives -not limited to two words (i.e., Mommy give ice cream)

Answer 14

children's ability to make an initial connection between a word and its referent after only limited exposure to the word

Answer 15

1) children learn words they hear most often 2) children learn words for things and events that interest them 3) children learn words best in responsive and interactive contexts rather than passive ones 4) children learn words best in contexts that're meaningful 5) children learn words best when they access clear info. about word meaning 6) children learn best when grammar and vocabulary are considered

Answer 16

better at classifying words -6 yrs.: 14,000 words -11 urs. 40,000 --better understanding of grammar

Answer 17

increasingly using language to talk about things that aren't physically present -learning what a word is and learning how to recognize and talk about sounds -learn alphabetic principles, changes in vocabulary and grammar

Answer 18

instruction built on what children know about oral language, reading, writing -offer supportive enviro.

Answer 19

use books to initiate conversations w/ children --ask to put themselves in book -use what and why questions -encourage children to ask questions -choose books that play w/ language

Answer 20

use language to produce connected discourse -relate sentences to one another to produce descriptions, definitions, and narratives that makes sense -metalinguistic awareness

Answer 21

knowledge about language -understanding what a preposition is or being able to discuss sounds of language -allows children to think about language, understand what words are, and define them

Answer 22

birth-1st grade -use language to talk about things that aren't present -learn what a word is, recognize sounds and talk about them -learn left-to-right progression and order of reading -identify letters if alphabet and how to write names, read words on signs

Answer 23

1st-2nd grade -learn to read by acquiring ability to sound out words -complete learning of letter names and sounds

Answer 24

2nd-3rd grade -more fluent at getting individual words and reading skills -reading isn't used much for learning -demands of reading are so taxing that they have few resources to process

Answer 25

4th-8th grade -children become able to obtain new information from print -read to learn, difficulty understanding info presented from various views in same story -when children don't learn to read -> downward spiral unfolds that leads to difficulties in academic subjects

Answer 26

high school -fully competent readers w/ ability to understand material told from various views -engage in discussions of literature, history, economics and politics

Answer 27

1) being aware of sound units in words --recognizing phonemes 2) decoding words --converting printed words into sounds 3) accessing word meaning --finding a mental representation of a word's meaning

Answer 28

1) phonics 2) whole-language approach

Answer 29

emphasizes reading instruction should focus on teaching basic rules for translating written symbols into sounds -early instruction should involve simplified materials -only after children learned correspondence rules that relate spoken phonemes to alphabet letters that represent them should they be given reading materials

Answer 30

stresses reading instruction should parallel children's natural language learning -reading materials should be whole and meaningful so they learn to understand language's communicative function -connected with listening and writing skills

Answer 31

national disputes for teaching kids how to read -is learning phonics dull or a secret code? -is whole-language about intellectual dependence and true knowledge or about underpaid and underppareciated teachers?

Answer 32

benefit from both approaches -phonics should be emphasized, need to learn how to read fluently (auto.) -need to learn: --monitoring reading progress, understanding gist, summarizing

Answer 33

2-3 yrs.: scribbles/printed letters -4 yrs: print name -5 yrs.: reproduce letters, copy short words, distinguish distinctive characteristics of letters (curved/straight, open/closed letters)

Answer 34

used to believe that if you didn't learn a 2nd language by puberty, you won't gain fluency -now it depends on language system --new vocab is easier for teens/adults to learn than new sounds/grammar --adults learn faster but kids are better

Answer 35

child will get confused by raising them with 2+ languages -norm in Canada, Belgium, Finland, etc. child will mix languages together -temporary

Answer 36

better problem-solving abilities, increase multi-tasking -stave off Alzheimer's and dementia, improved memory -improved decision making

Answer 37

more sophistication in use of words, increase in abstract thinking, speak a dialect w/ peers -better than children at analyzing function a word performs in a sentence -develop more subtle abilities with words, better writers and readers -make strides in understanding metaphors, understand and use satire -better at organizing ideas before they write and distinguishing between general and specific points as they write -string together sentences that make sense, organize writing into intro, body, and concluding remarks

Answer 38

use of irony, derision, or wit to expose folly or wickedness -parodies/spoofs, The Onion, political cartoons, "Weekend Update"

Answer 39

variety of language distinguished by vocabulary, grammar, or pronunciation -jargon and slang w/ peers, satirical and derisive nicknames, -labels reduce seriousness of situation

Answer 40

early elementary school -narrate, describe or write short poems late elementary-middle school -move to projects like book reports that combine narration and more reflection and analysis high school -more skilled at forms of exposition that don't depend on narrative structure

Answer 41

1) strategy instruction 2) summarization 3) peer assistance 4) writing goals

Answer 42

perform better on single-language counterparts on tests on control of attention, conceptual formation, analytical reasoning, inhibition, -cognitive flexibility, complexity, and monitoring -more conscious of structure of spoken and written language -better at noticing errors of grammar and meaning, skills that benefit reading ability

Answer 43

implied comparison between unlike things

Answer 44

1) Broca's area 2) Wernicke's area

Answer 45

left frontal lobe of brain -involved in speech production and grammatical processing -people w/ damage have difficulty producing words correctly

Answer 46

region of brains left hemisphere involved in language comprehension -people w/ damage have poor comprehension --produce fluent but incomprehensible speech

Answer 47

loss or impairment of language processing

Answer 48

children are born w/ biological endowment that enables them to detect certain features and rules of language -phonology, syntax, semantics -prepared by nature w/ ability to detect sounds of knowledge --form plurals

Answer 49

1) doesn't explain how people make novel sentences --ones that people haven't made or spoken before 2) children learn syntax of native language even if they're not reinforced for doing so

Answer 50

language spoken in a higher pitch than norma -simple words and sentences, automatic -captures infant's attention and maintains communication

Answer 51

rephrasing something child says, turning it into question -restate child's immature utterance in form of grammatical sentence (i.e., C: The dog was barking. P: When was the dog barking?)

Answer 52

restating in linguistically sophistication what a child said (i.e., C: Doggie eat. P: Yes, the doggie is eating.)

Answer 53

identifying names of objects

Answer 54

both biology and experience contribute to lang. development

Answer 55

-new vocab, txt spk, mindless browsing, active participation

Answer 56

kept low-income kids out of poverty and away from crime -don’t do much to raise kids’ academic success —“small to moderate” pos. impacts on 3-4 yr. kids in literacy and vocab.

Answer 57

kids not getting into Head Start early enough -poor kids way behind before entering program (3-4 yrs.)

Answer 58

sampled # of words spoken to young kids from 42 families @ 3 SES lvls. over 3 yrs. —welfare homes —working-class homes —professional homes

Answer 59

children in professionals’ homes were exposed to an average of more than 1500 more spoken words per hr. than children in welfare homes -1 yr.+: difference of 8 million words -4 yrs.: gap of 32 million words —gap of tone and complexity of words used -direct correlation between early verbal experiences and later achievement

Answer 60

-speak to children early and often -read early and often, nurturance and acceptance -set high expectations, embrace failure -encourage “growth” mindset

Answer 61

WUG test -children have internalized systematic aspects of linguistic system that enable them to produce plurals, past tenses, possessives, and word forms not used before

Ch. 9 Flashcards

(86 cards)