quiz 5 Flashcards
what are the 2 parts of skilled reading
listening comprehension and word reading
what are the factors of listening comprehension
- background knowledge (facts, concepts, etc)
- vocabulary (breadth, precision, links, etc)
- language structures (syntax, semantics, etc)
- verbal reasoning (inference, metaphor, etc)
- literacy knowledge (print concepts, genres, etc)
(big volcanoes live very long)
it becomes increasingly strategic
what are the factors of word reading
- phonological awareness (syllables, phonemes, etc)
- decoding (alphabetic principle, spelling sound correspondences)
increasingly automatic
advantages of bilingualism
bilingual children are often better at…
- learning new words
- learning reading skills
- being able to use information in new ways
- putting words into categories (like ‘food’ or ‘toys’)
- coming up with solutions to problems
- listening to others
- connecting with others
living, learning, brought pudding cups last christmas
categories of language differentiation in bilingual language learners
- phonological
- lexical
- morphosyntactic
phonological differentiation
in bilinguals
- bilingual infants can discriminate between their input languages, though they have no preference for one over the other
- over the first 12 months, monolingual children tune their phonemic perception to their native language
- similarly, bilingual children maintain discrimination for both languages
lexical differentiation
in bilinguals
- evidence suggests that bilingual children create 2 different lexicons at the same time
- between 30-50% of bilingual children’s lexicon consist of translation equivalents (ie they know the same word in both languages)
morphosyntactic differentiation
in bilinguals
- evidence suggests that bilingual children create seperate morpho-syntactic systems
- bilingual children, like bilingual adults, mix words and morphemes from both languages in the same sentence
- however, this mixing is systematic and respects the seperate rules of the 2 languages
- mixing is also sensitive to social situation: children tailor their language use to the person they are talking to
background knowledge
facts, concepts, etc
vocabulary
breadth, precision, links, etc
language structures
syntax, semantics, etc
verbal reasoning
inference, metaphor, etc
literacy knowledge
print concepts, genres, etc
what happens to listening comprehension
it becomes increasingly strategic
what happens to word reading
it becomes increasingly automatic
definition of skilled reading
fluent execution and coordination of word recognition and text comprehension
made up of listening comprehension and wording reading
advantages of bilingualism mnemonic
living, learning, brought pudding cups last christmas
- learning new words
- learning reading skills
- being able to use information in new ways
- putting words into categories, like ‘food’ or ‘toys’
- coming up with solutions to problems
- listening to others
- connecting with others
acquisition of metalinguistic competence
One important reason children’s metalinguistic abilities undergo dramatic growth in the school-age years is that many of the activities children engage in during these years draw on language analysis. For example, children in first-grade classrooms may have to identify the number of phonemes in a word, and children in seventh-grade classrooms may have to determine the meaning of an unfamiliar word by using their knowledge of the word’s root. Some specific types of metalinguistic competence children achieve in the school-age years are phonological awareness and figurative language.
morphological development
- Major morphological developments in the school-age years include use of derivational prefixes and derivational suffixes. When we add a derivational prefix to the beginning of a word, it changes the word’s meaning.
- When we add a derivational suffix to the end of a word, it can change the word’s form class, meaning, or both.
listening comprehension components mnemonic
big volcanoes live very long
