Chapter 8 Review 3200
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Utah State University *
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Course
3200
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by hkalehuawehe
Hannah Kalehuawehe
Chapter 8 Review
1.
How might children's individual interests contribute to differential language
development? Explain.
A child’s individual interests contribute to differential language development because
depending on what a child is interested in, it could determine what kinds of words are
in their vocabulary. The example used in the book was that a kid who is interested in
cars will likely read books about cars and that can lead to that child acquiring car-
related terms in their vocabulary. The same could be said for any interest that a child
has. They will be more drawn towards learning about that thing which will lead them
to acquire words in their vocabulary related to that interest.
2.
How do children progress through the different stages of reading development?
Explain.
The early foundation is called the prereading stage and it spans from birth to the
beginning of a child’s formal education. During this stage children start to develop
oral language, print awareness, and phonological awareness.
Stage 1 is called the initial reading, or decoding phase. During this stage, children
learn to sound out words. There are three phases within this stage. In the first one,
children may substitute a word with one that makes sense. In the second phase,
substitutions involve words that visually look like the correct word, but don’t
necessarily make sense. In the third phase, it combines the two substitution methods.
Stage 2 is called confirmation, fluency, and ungluing from print. In this stage, around
age 7-8, children refine the decoding skills that they acquire in the first stage and gain
more confidence in their reading skills. They become familiar with high frequency
words and their fluency begins to improve through practice.
Stage 3 is called reading to learn the new and happens between the ages of 9-14. In
this stage, children change from learning to read to reading to learn and gain new
information. Children learn to read outside of their personal interests and begin to
explore and understand information about the world. Near the end of this stage,
children can read at a general adult level.
Stage 4 is called multiple viewpoints. In this stage, around the ages of 14-18, children
begin reading more complex texts. The main difference between this stage and the
last is that students can understand and discuss different perspectives on a given
issue.
Stage 5 is called construction and reconstruction and happens from the age 18 and on.
Readers become selective in their reading choices and chooses specific books based
on their needs. They decide what to read, when to read, and how much to read.
3.
What types of figurative language are school age children able to use? Give at least
one example of each type.
The types of figurative language that school children are able to use are metaphors,
similes, hyperboles, idioms, irony, and proverbs.
Metaphor: You are my sunshine.
Simile: I’m as hungry as a hippo.
Hyperbole: My feet are killing me.
Idiom: It’s raining cats and dogs.
Irony: After getting in a car accident and the driver says, “Well this is just great!”
Proverb: The apple doesn’t fall far from the tree.
4.
Discuss some major school-age achievements in form.
Some major school-age achievements in form are phonological development,
morphological development, and complex syntax development. Phonological
development refers to a child’s progression in phonological awareness including their
ability to segment syllables and blend different sounds within words. Some
developments in morphological development include use of derivational prefixes and
derivational suffixes. The knowledge continues through the upper elementary grades
and beyond. Complete syntax development refers to developmentally advanced
grammar structures that indicate a decontextualized language style. Children typically
use this knowledge in written language rather than spoken language.
5.
Discuss some major school-age achievements in use.
Some major achievements in use are functional flexibility, conversational abilities,
and narrative development. Functional flexibility refers to a child’s ability to use
language for many different communicative purposes. In school, children are learning
how to use words in new ways all the time. Each function requires a certain level of
competency that all develop during the school-age years. Children improve their
conversation abilities in many ways including: staying on topic longer, having longer
conversations with people with several different turn, and making relevant and factual
comments during a conversation.
6.
Discuss some major school-age achievements in content.
Some achievements in content include lexical development, understanding of
multiple meanings, understanding of lexical ambiguity, and development of literate
language. Lexical development refers to a child’s receptive and expressive
vocabularies. Children can learn these words in three different ways: direct
instruction, contextual abstraction, and morphological analysis. Understanding of
multiple meanings refers to children realizing that words can have more than one
meaning. They are able to provide multiple definitions for words but have difficulty
understanding secondary meanings of words. Lexical ambiguity refers to
homophones, homographs, and homonyms. These are all words that might sound the
same, look the same, but have different meanings. As children get older they start to
better understand all meanings of a word.
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