Chapter 7 Review

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May 25, 2024

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Katy Robinson Chapter 7 Review 1. Explain the difference between contextualized and decontextualized language?   Provide specific examples of both.   Contextualized language relies on background knowledge that a speaker and listener share, gestures, intonation, and present situational cues. In other words, contextualized language is the here and now. An example of contextualized language might be a child saying “I want that.” as they point to a candy bar at the store. Decontextualized language relies on language itself. It may not contain context cues and does not assume the speaker and listener share the same background knowledge. Development of decontextualized language is crucial for academic success. An example of decontextualized language is a four year old coming home from school and telling a parent “We learned about the letter Ee today and made an elephant.” The parent didn’t need to be at school or need any cues to understand what the child said. 2. What is the difference between print awareness and phonological awareness? Provide specific examples of both.   Print awareness is something children acquire along the developmental continuum. Print awareness consists of print interest, print functions, print conventions, print forms, and print part to whole relationships. Examples of these are: Print interest: children first noticing that books and signs have words and pictures. Print functions: children realized that the words being read to them in a story mean something. Print conventions: children learn that when they read, they read left to right and top to bottom. They also might realize that the big letters on the front of the book are the title of the story. Print forms: children begin to notice that there are letters and words. Print part to whole relationships: children realized that letters are combined to make words and that words make sentences. Phonological awareness is the sensitivity to the sound structure of words. As children develop phonological awareness, they begin with “shallow” level sills. These skills consist of: Word awareness: segment sentences into words
Syllable awareness: where they segment multisyllable words into syllables Rhyme awareness: they begin to hear words that rhyme Onset awareness: they can segment the beginning sound of a word from the rest of the syllable Phoneme identity: they begin to isolate the first and last sound in words These skills are important for reading success. 3. How do preschoolers refine their knowledge of unknown words? Explain. Preschoolers refine their knowledge of unknown words by slow mapping. During Fast Mapping, words are added to the child lexicon with as little as a single exposure. After Fast mapping, slow mapping occurs. Slow mapping is where children refine word representations over time. They do this with multiple exposures to the word in different contexts. 4. Briefly describe the four hypotheses that characterize the order in which preschoolers learn the names of letters in the alphabet. Own-name advantage: This phenomenon usually occurs by age 5 because children are familiar with their names by then. Children tend to learn the letters in their name earlier. Letter-name pronunciation: Children tend to learn the alphabet letters for which the name of the letter is in the letter’s pronunciation earlier than letters whose name is not. For example, the letter B. B is pronounced bi. Letter-order hypothesis: Children learn the letters in the beginning of the alphabet than those at the end of the alphabet. Consonant-order hypothesis: Children learn letters for which corresponding consonantal phoneme are learned early in development are learned earlier than letters for which corresponding consonantal phoneme are learned later. 5. What is the effect of an expressive reading style when it is used with preschoolers? When children are read a story with an expressive reading style, they are exposed to variation in pitch, tone, pace, volume, and pausing. This style of reading helps children comprehend stories better. It also helps children learn more words. 6. Why do you think the telephone intervention described in the Theory to Practice section helped develop children’s narrative skills? 
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