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LANGUAGE AND LITERACY DURING THE SCHOOL YEARS AND BEYOND

LANGUAGE AND LITERACY DURING THE SCHOOL YEARS AND BEYOND

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Page 1: LANGUAGE AND LITERACY DURING THE SCHOOL YEARS AND BEYOND

LANGUAGE AND LITERACY DURING THE SCHOOL YEARS

AND BEYOND

Page 2: LANGUAGE AND LITERACY DURING THE SCHOOL YEARS AND BEYOND

For exam:**

• No test questions on McLaughlin pp. 350-bottom of p. 359

• Emphasis is on the bottom of p. 359 starting at Semantics: Growth and Changes till the end of the chapter

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I. DEVELOPMENT IN RELATED DOMAINS**

• 6 years—express own feelings and empathy for others’ feelings

Onset of puberty at around 12 years

• Voice changes

• 14 years—increase abilities in abstract reasoning and problem-solving

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II. IMPORTANCE OF INCREASIING ACADEMIC SKILLS**

• Burke, 2012 “Spotlight on poverty and opportunity”

• http://www.spotlightonpoverty.org

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Burke, 2012:

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Youtube…Why Teachers Drink

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We need to implement common core standards into our tx:

• Working w/ school-aged students, we need to write our goals to these standards and help students achieve them

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III. DEVELOPMENT OF LANGUAGE SKILLS:

SEMANTICS**

• First graders are capable of understanding about 20,000 words

• By 6th grade, students understand about 50,000 words

• Students learn new words, and they also recognize additional features of words; they discover additional meanings of words

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• **Horizontal development—process of associating additional features with a word.

• E.g., “father” originally referred to the child’s dad

• Now, he knows that other children have fathers, and maybe he even calls God “Father”

• Catholic--priest is called “Father”

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Another example—dogs:**

• Family dog

• Different breeds, ages of dogs—neighbors, parks

• Police dogs—direct experience

• Stuffed animals, books

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• **Vertical development —learning multiple meanings of words

• “Rock” can mean different things

• “Pound” can also mean different things

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• **Thematic organization —used early in life. It is based on associations that relate words to some integrated context in which they are experienced as a whole

• Children assemble groupings based on themes

• For example, the word “slide” might go with playground, swings, sandbox, friends, recess

• The word “cake” might go with birthday, candles, presents, games

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• **Taxonomic organization —later in school years--based on associations or classifications in which items share features that define them as a class.

• Students use categories (overall labels)

• For example, when given the word “cake,” the student would categorize this as a dessert and give related items like cookies, ice cream, pie

• “Slide” would be categorized as playground equipment, and go with swings, monkey bars

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What other categories do elementary kids need to develop?

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On page 363…**

• You will not be tested on the terms subordinate categories and superordinate categories

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• **Convergent semantic production —production of a specific word is prompted by other words that point to it.

• Clinician: “Listen to these words: smoke, alarm, siren, flames, hoses, ladders…what word does all this make you think of?”

• Student: A firetruck.

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**Convergent and divergent semantic production….

• Are very important to academic success

• State standardized tests also tap these abilities

• I work on these skills in therapy!

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IV. LANGUAGE SKILLS IN THE SCHOOL SETTING**

• A. Pragmatics

• Presuppositional skills and style shifting continue to become more refined

• Topic shading develops as children mature in their ability to subtly shift topic

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In topic shading…**

• A subsequent utterance maintains one aspect of the previous utterance but shifts to a related topic

• In other words: you subtly change the subject

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• Speaker A: How about this weather?**

• Speaker B: This rain is really something.

• Speaker A: Yeah, all this rain has been great for my lawn and roses.

• (weird and unsubtle: “My roses are beautiful.”)

• Speaker B: What kind of roses do you grow?

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• Speaker A: I really liked watching the Olympics this year.**

• Speaker B: Yeah, the swimming was awesome. I’m taking swimming lessons.

• (weird and unsubtle): I’m taking swimming lessons. They’re fun.

• Speaker B: Where do you take the lessons?

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It is crucial to help students with pragmatics as they grow older**

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ASHA Schools Conference 2012: Pamela Wiley—In middle school:

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B. Classroom Language**• 1. Teacher language:

• Diminished presupposition (less background explanation): teachers assume children know a certain body of knowledge

• Highly decontextualized, addressed to group

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Teacher language…**• Expository; relatively structured information

presented in a logical and tutorial manner

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Teacher language also…**

• May be directed to the whiteboard or overhead, not to kids

• May be very fast

• Mark’s teachers have always spoken very rapidly

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Hulit et al., 2015:

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2. Textbook language**

By second grade, text grammar

Books written in structured, formal way

Often very different from language students experience outside of school, especially if they are low-SES

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Justice, 2012 ASHA Schools Conference

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Justice 2012—we need to teach Tier 2 words

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C. Narratives**

• Young children use plots— central organizing themes of stories, and include: – -Story setting

-Story episode

As young as 5 years old, students use unfocused chains; the events and elements of the story relate to each other, but are not well organized under an overall plot

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• **By 9 years old, children use focused chains —these have central characters and true sequences of events, but not the characters’ internal plans or intentions

• Complete narratives are used next, where characters complete their goals

• Complex narratives —adolescence—many subplots

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V. METALINGUISTIC ABILITIES**

• Definition—speaker’s ability to make a conscious evaluation of lang. behavior

• 1. Segmentation: speakers analyze stream of language into linguistic units such as phonemes, syllables, words

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2. Understanding Figurative Language**

• Figurative language consists of utterances that convey meaning by suggesting a connection between two contexts that share features or relationships

• People use figurative language to evoke mental images in the minds of their listeners or to emphasize something in an interesting way

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**

• Types of figurative language are similes, metaphors, idioms, and proverbs

• In McLaughlin, the definitions of idioms and proverbs are so similar that on the exam, I am referring to them as proverbs

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A simile:**Directly states an analogous relationship

“Your lips are like pedals—bicycle pedals.”

“Your teeth are like stars—they come out at night.”

“She’s as light as a feather.”

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A metaphor:**

• Implies an analogous relationship

• Love is a rose.

• He’s a bull in a china shop.

• She’s a kid in a candy store.

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Idioms/Proverbs:**• Short, analogous statements that express

advice or truths

“The early bird gets the worm.”

• “A penny saved is a penny earned.”

• “Don’t count your chickens before they’re hatched.”

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More proverbs:• Act normal, because everyone is crazy

already (Dutch)

• The nail that sticks its head up gets hammered down (Japan)

• Every tree has its roots, and all water has its source (Vietnamese)

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Filipino proverbs (thanks to Chantelle!)**

• It is better to live in a nipa hut if a good person dwells there than to live in a palace with an arrogant person

• Before trying to clean the dirt off others, be aware of your own dirt

• Before you get into someone’s business, take a good look at yourself in the mirror

• If you are not proud of your native language, you are but a stinky fish. Be proud of your culture!

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More proverbs (other cultures):

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3. Understanding Ambiguity**• Two or more interpretations are possible for the

same utterance.

• “The man saw the girl looking through the telescope.”

“I have my earring back.”

• “She is an ancient history professor.”

• “She’s looking blue.”

• “I could use some change.”

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4. Word awareness**• Understanding

that referents can have multiple names

• E.g, a small container we drink liquid out of = a glass, cup, or mug

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Shoes: **• In the Philippines, there is one word: zapatos

• In the U.S. High heels, tennis shoes, sneakers, slingbacks, pumps, sandals, mules, penny loafers, boots, flipflops, clogs, stilettos, platforms, espadrilles, booties

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VI. LANGUAGE FOR LITERACY

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Pages 388 and 389**

• Are not on the exam

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Joffe & Black, 2012 (Language, Speech, and Hearing Services in Schools, 10/12)

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Reading Development**

• Bottom-up model in early stages, associated with the phonics approach

– graphemesphonemes words sentences ideas

• Top-down model in later stages—extract meaning from text—associated with the whole language approach

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Writing Development

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For example:**

• My dog’s name is Cocoa

• MI DG NM Z KO

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The Common Core State Standards…

From a 3rd grade reader

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This is narrative (story), not expository

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.

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Grade 5 Standard 3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Grade 9 Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Examples—not on exam

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VII. SUPPORTING STUDENTS WITH LITERACY DIFFICULTIES

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SUPER POWER READING STRATEGIES**Before I read:

Look at the title, headings, and picturesLook at any words in italics or boldface

Read the summary at the end of the chapter

While I read:

Visualize what I read; make detailed pictures in my brainAsk myself questions about what I’m reading

Predict what will happen nextHighlight key ideas

After I have read the whole thing:

Look at the title, headings, and pictures againRead over my highlights

Ask questions about what I have just readSummarize what I have just read in my own words

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VII. CHANGES ACROSS THE LIFE SPAN**

• Lose hearing

• Develop additional registers, or styles of communication

• Add to vocabulary

• Decline in word retrieval skills; use of more general rather than specific terms (e.g., dog/border collie)

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Three nonlanguage cognitive abilities that impact language for older people are:

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Owens 2014

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Berko Gleason & Ratner 2013