Domain 1: Language and Linguistics Flashcards
Describe the Early Childhood to Pre-K Stage of reading Development. (Prealphabetic)
The Emergent Reader
Developmental Expectation:
Beginning of awareness that text progresses from left to right. Children scribble and recognize distinctive visual clues in environmental print,such as letters in their names.
Reading Instruction: Begin phonemic awareness. -Help to recognize print in environment. -Help to make predictions in stories. -Observe pretending to read. -Help to recognize letter shapes.
Describe the K to Second (Third) Grade Stage of Reading Development. (Alphabetic)
The Beginning Reader:
Developmental Expectations:
Letters are associated with sounds. Children begin to read simple CVC words (such as mat, sun, pin). They usually represent such words with a single sound, and later spell with the first and last consonant: for example, CT for cat. When writing later, vowels are included in each syllable. Children now rhyme and blend words. When reading later, they begin to recognize ‘chunks’, or phonograms.
Reading Instruction:
Systematic and explicit instruction, including:
-Phonics, phonemic awareness, blending, decoding.
-Vocabulary word-attack skills, spelling
-Text Comprehension
-Listening and Writing
Describe the fourth to eight grade stage of reading development. (Orthographic)
The Fluent Reader
Developmental Expectations:
Students read larger units of print and use analogy to decode larger words. Decoding becomes fluent. Reading, accuracy, and speed are stressed.
Reading Instructions:
Systematic and explicit instruction, including:
-Word-attack skills, (multisyllabic words)
-Decoding
-Fluency
-Text comprehension (context skills)
-Utilizing metacognition
Describe the third to eight grade stage of reading development for students who do not demonstrate competency.
The Remedial Reader
Developmental Expectation:
The key approach to successful reading programs is preventive rather than remedial while understanding that there is a full range of learners in the classroom. Therefore, students who are struggling to read are taught from the same systematic framework taught in the early grades of successful readers.
Reading Instruction:
Reading Instruction includes re-teaching all of the modalities taught as a beginning reader and emphasizing:
-Assessment of identified reading weakness
-teaching explicit strategies based on diagnosis
-linking instruction to prior knowledge
-increasing instruction time
-dividing skills into smaller steps while providing reinforcement and positive feedback.
Define Phoneme
A phoneme is the smallest part of spoken language that makes a difference in the meaning of words. English has about 41 phonemes.
Phoneme Manipulation (definition)
When children work with phonemes in words, they are manipulating the phonemes. Types of phoneme manipulation include blending phonemes to make words, segmenting words into phonemes, deleting phonemes from words, adding phonemes to words, or substituting one phoneme for another to make a new word.
Define Grapheme
A grapheme is the smallest part of written language that represents a phoneme in the spelling of a word. A grapheme may be just one letter such as (b, d, f, p, s) or several letters such as (ch, sh, th, -ck, ea, -igh).
Define Phonics
Phonics is the understanding that there is a predictable relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent thos sounds in written language). Good phonics instruction is systematic and explicit.
Define Phonemic Awareness
Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds - phonemes - in spoken words. It is the understanding that sounds work together to make words, and it is the most important determinant toward becoming a successful reader.
Define Phonological Awareness
Phonological awareness is a broad term that includes phonemic awareness. In addition to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes.
Define Syllable
A syllable is a word part that contains a vowel or, in spoken language, a vowel sound (e-vent; news-pap-er)
Define Decoding
Decoding is the analysis of spoken or written symbols in order to understand their meaning. This primarily refers to word identification.
Define Segmenting (segmentation)
When children break words into their individual phonemes, they are segmenting the words. They are also segmenting when they break words into syllables and syllables into onsets and rimes.
Define Onset and Rime
Onsets and rimes are parts of spoken language that are smaller than syllables but larger than phonemes. An onset is the initial consonant(s) sound of a syllable (the onset of bag is b-; of swim, sw-). A rime is the part of a syllable that contains the vowel and all that follows it (the rime of bag is -ag; of swim -im).
Define Blending
When children combine individual phonemes to form words, they are blending the phonemes. They also are blending when they combine onsets and rimes to make syllables and combine syllables to make words.
Define Morpheme
A morpheme is a unit of meaning that cannot be divided into smaller elements, such as the word ‘book’.
Define Semantics
Semantics is the analysis and study of meanings of words, phrases, and sentences. This is useful as a strategy in decoding to analyze the word that ‘sounds’ correct in sentences.
Define Syntax
Syntax is the examination of various ways that words combine to create meaning, the study of how sentences are formed, and the pattern or structure of word order in sentences.
Explain Child Directed Speech (CDS) or Motherese
Adults modify their speech to make it easier for children to learn language, including modifying sentence structure, repeating key words, and focusing on present objects. First words are spoken by 12 months and are usually familiar objects or persons. First sentences are spoken by 18 to 24 months and are usually two-word sentences (telegraphic speech).
Explain Fast Mapping
A process whereby young children are able to use context to arrive at a quick guess of word’s meaning. Nouns (objects) are easier to fast map than verbs (actions).
Explain Habituation
Infants and children repeat sounds that are reinforced. Children can distinguish abstract rules for sentence structure. For example, in an experiment, a 7 month old listened to nonsense sounds. When changed the infant was able to discriminate based upon the patterns of repetition.
Explain Holophrase
A single word that expresses a complete thought. These include symbolic gestures, where the child shows an understanding that symbols represent a specific object, desire, or event, and representational gestures, which involve gesturing to show what the infant desires.
Explain Overregularization
In early childhood, children begin to use past tenses and plurals in speech. About this time, they also begin to add regular forms on irregular nouns, saying foots instead of feet.
Explain Private Speech
Talking out loud to oneself with no intention to communicate with others. This helps children to integrate language and thought.
