Emergent higher level skills

Question 1

3 main areas encompassed by higher-level language skills

Answer 1

1. narratives
2. emergent literacy
3. metalinguistic awareness

Question 2

What helps children learn to read?

Answer 2

1. oral language
   - narratives
2. phonological awareness
3. print knowledge
   - alphabet knowledge
   - print concept knowledge
   - emergent writing

Question 3

dyslexia

Answer 3

poor phonological skills

okay semantic/syntactic skills

Question 4

poor comprehender

Answer 4

okay phonological skills

poor semantic/syntactic skills

Question 5

poor decoding and comprehension (mixed reading disorder)

Answer 5

poor phonological skills

poor semantic/syntactic skills

Question 6

hypothesis: phonological aspects of language are highly genetic; other language aspects are largely environmental. therefore, early reading (more dependent on phonology) will have a stronger genetic influence than later reading

Answer 6

both genetics and shared environment contribute significantly to early language, and later reading skills. substantial overlap in contributors in each area
-oral language skills predict language later on

Question 7

genetics and speech and language

Answer 7

speech is more genetically driven than the relationship between speech and reading

• language and reading are 50/50 genetics-environment
• generalist genes- we have many disorders associated with a single gene and have many different genes that are associated with a single disorder

Question 8

print awareness

Answer 8

• refers to emerging knowledge about the forms and functions of written language
• can be taught and other agents can effectively teach it (parents reading stories differently)

Question 9

print awareness milestones reached between 2 and 5

Answer 9

1. learns to recognize own name in print
2. learns to write some letters
3. knows letters are associated with sounds
4. can identify or count words on a page

Question 10

Justice et al. does training parents to read books and training teachers to read transfer to whole class?

Answer 10

• were looking at low SES, not development disabilities. these kids just haven’t been exposed as much
• IIT = intent to treat (analyze the results of everyone that was assigned to a condition, even if they did a terrible job)
• AT = as treated (only taking people who complied with treatment)
• teachers would call attention to point to words on page, count letters, identify reading left to right, identify what a word is, count words on page
• found that this method WORKS

Question 11

narratives 2-2.5

Answer 11

• heap stories, random stories child can put together multiple sentences that may not sound related
• collections of unrelated ideas; whatever attracts attention is included

Question 12

narratives 2.5-3

Answer 12

• sequences
• central character exists, but no plot, description of things the character did (he did this, then he did this, then he did this)

Question 13

narratives 3

Answer 13

• primitive narratives

- thematically and temporally related; event links are unclear and no central plot

Question 14

narratives 4

Answer 14

• unfocused chains
• event sequence with logical or cause-effect relationships
• conjunctions may appear

Question 15

narratives 5

Answer 15

• focused chains, central connection but still no high point and resolution
• central characters, better coherence

Question 16

narratives 6

Answer 16

• true narratives
• central plot with conflict, high point, and resolution
• multi-episode stories aren’t developed yet

Question 17

aspects of a good narrative

Answer 17

1. setting
2. initiating event
3. chain of events that builds the conflict
4. resolution
5. conclusion

Question 18

more advanced aspects of narratives

Answer 18

1. meta-linguistic and meta-cognitive verbs (think, say, know)
   - attribute mental states to characters
2. cohesion
   - pronouns- do references across utterances make sense to the listener
   - conjunctive words/phrases; how are events linked temporarily
3. sparkle (charm, depth, hard to quantify but important aspects of story quality)

Question 19

Why are narratives important?

Answer 19

1. pragmatically real
   - show and tell
   - tell a parent what happened at school
2. academically important
   - narrative abilities predict future reading comprehension
   - direct school assignment
3. central organizational tool for how we relate and think about events, narratives reflect overall mental organization

Question 20

metalinguistic awareness

Answer 20

the ability to think consciously and talk about the use of language
1. the structure of language can be manipulated
- can you switch grammatical form around? is the grammar right?
2. words can be separated from meaning
- figurative language
- one word doesn’t have the same meaning in every sentence
3. language is composed of units
- like words, sounds, endings
-can put together words and sounds
phonological awareness is an aspect of metalinguistic awareness

Question 21

subdomains of metalinguistics

Answer 21

1. metacomprehension
2. metapragmatics
3. metaphonology

Question 22

metacomprehension

Answer 22

what you did and did not understand, conscious knowledge of what you understood

Question 23

metapragmatics

Answer 23

conscious knowledge of how to apply social rules

- ex. you greet people when you enter a room

Question 24

metaphonology

Answer 24

phonological awareness

Question 25

meta skills are problematic for children with language disorders

Answer 25

- most are correlated with skill in the area (ie the better you are at auditory comprehension, the better you are at metacomprehension - metaskills are related to executive control, also potentially connected to language skills

Question 26

phonological awareness 3-5 years

Answer 26

1. rhyming 2. words/syllables - segmentation - blending - deletion/elision 3. invented spelling (beginning grapheme-phoneme awareness) 4. phoneme categorization/matching (initial sounds before final sounds)

Question 27

phological awareness 5-7 years

Answer 27

1. onset and rime - blending 2. phonemes - deletion/elision - segmentation - blending - manipulation (reversal, rearrangement, pig latin) 3. grapheme-phoneme correspondence, can you hear a word and then spell it

Question 28

Generalizations about PA

Answer 28

• The larger the unit, the earlier acquired: – Words before syllables (usually!) before onset-rime before phonemes • Complexity of task matters: – Judgment is easier than identification is easier than production – Segmentation is easier than deletion is easier than substitution – Awareness of sounds at the beginning is easier than the end is easier than the middle

Question 29

why are metalinguistic skills important?

Answer 29

- don’t just have to know vocab words, have to know they’re made up of sounds. more advanced level - helps with self correction in reading and language - contribution to literacy (esp phonological awareness) - social skills: basis for language-based humor; ability to use slang; tailor type of language to situation - compensatory intervention strategies rely on meta-linguistic awareness