Module 10. School-Age Years and Beyond

Module 10. School-Age Years and Beyond.

[Audio] School age years spans Kindergarten up through high school (and beyond) Focus on the PROCESS of language development versus the products of language development Two major differences are: Shifting sources of language input Acquisition of metalinguistic competence.

[Audio] Shifting of language input  oral language to language from text Reading builds Lexical knowledge Phonology Semantic information – vocabulary comprehension Pragmatics.

[Audio] We have covered pre-literacy stages during the preschool years After pre-literacy stages, children go through five stages of literacy.

[Audio] Stage 1 – Initial reading or decoding stage – kindergarten through first grade Reading errors: Semantic or syntactic probability errors: The dog is growling is read as The dog is barking Graphic resemblance errors: The dog is growling is read as The dog is green Graphic resemblance but also semantically plausible errors: The dog is growling is read as The dog is growing.

[Audio] Stage 2 – confirmation, fluency, ungluing from print (age 7-8) Fluency – reading that is efficient, well paced, and free from errors Ungluing from print – children become more confident and fluent, reading becomes more automatic Transition from learning to read to reading to learn.

[Audio] Stage 3 – Grade 4 to grades 8 or 9 Read to gain new information and move to adult like reading Stage 4 – multiple viewpoints age 14-18  navigate difficult concepts and texts Stage 5 – construction and reconstruction  college and beyond.

[Audio] Acquisition of Metalinguistic Competence Move from phonological awareness to phonemic awareness Aware of smallest units of sounds Blending sounds Segmenting sounds Manipulating sounds.

[Audio] Figurative language – nonliteral and language Metaphors – conveys similarity between two ideas or objects by stating that the two ideas or objects are the same Topic/target is compared to a vehicle/base Basis of comparison is called the ground Predictive metaphors – contains one topic and one vehicle Proportional metaphors – contains two topics and two vehicles.

[Audio] Similes – contain a topic, vehicle, and ground and make a comparison using the words like or as Hyperbole – figurative language that uses exaggeration for emphasis or effect Idioms – expressions that contain both a literal and figurative meaning Personification - the attribution of a personal nature or human characteristics to something nonhuman.

[Audio] Irony and Sarcasm – speaker's intention differ from the actual meaning of the words used; refer to unmet expectation Irony- refers to general unmet expectation that are not the fault of the individual Sarcasm- refers to a specific individual's failure to meet an expectation – meant to be negative or mean.

[Audio] Proverbs – statements expressing the conventional values, beliefs, and wisdom of a society.

[Audio] Language Form Morphophonemic development  development in the interaction between morphological and phonological processes Use of /ɪz/ for the plural form (e.g., matches, watches) Vowel shifting  when the form class of a word changes when adding a derivational suffix (e.g., decide to decision) Increased use and comprehension of derivational suffixes (e.g., child to childhood) Complex syntax development – use of developmentally advanced grammatical structures typically used in writing.

[Audio] Language Content - Lexical development expansion Direct instruction – learning the meaning of a word directly from a more knowledgeable source Contextual ion – using context clues in both spoken and written forms of language to determine the meaning of unfamiliar words Morphological analysis – analyzing the lexical, inflectional, and derivational morphemes of unfamiliar words to infer their meaning.

[Audio] Understanding multiple meanings Lexical ambiguity – occurs for words and phrases with multiple meanings (e.g., That was a real bear.) Can be due to use of: Homophones – words that sound alike but have different meanings (bear/bare) Homographs – words that are spelled the same way but have different meanings (row) Homonyms – words that are alike in spelling and pronunciation but differ in meaning (brown bear versus bear weight).

[Audio] Elaborated noun phrases – a group of words consisting of a noun and one or more modifiers providing additional information about the noun Adverbs – a syntactic form that modifies verbs and enhances the explicitness of action and event description; time (suddenly) manner (slowly) degree (almost) place (here) reason (therefore) affirmation or negation ( definitely, never).

[Audio] Conjunctions – words that organize information and clarify relationships among elements Coordinating conjunction (and, for, or) Subordinating conjunctions (because, although, therefore) Mental verbs – thinking verbs (think, ponder, wonder, suppose) Linguistic verbs – speaking verbs (say, speak, shout, answer).

[Audio] Narratives: Recounts – involve telling a story about a personal experience or retelling a story that the person has heard Accounts – Spontaneous personal narrative that is not shared Event casts – describe a current situation or event as it is happening Fictionalized stories- invented narratives with a main character who must overcome a challenge or solve a problem.

[Audio] Story grammar components: Introduction – child introduces the story characters and setting Initial event – child introduces an event that begins the story Character development – child mentions the main characters and ALL the supporting characters Mental states – child describes the mental states of the characters using mental state words Referencing – child uses pronouns Cohesion – child describes the story's events in a logical order Resolution – child clearly states ALL the resolutions to the conflicts Conclusion – child finishes the story by using general conclusion statements.