LANGUAGE AND LITERACY DURING THE SCHOOL YEARS AND BEYOND

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LANGUAGE AND LITERACY DURING THE SCHOOL YEARS AND
BEYOND
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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 yearsexpress own feelings and empathy for
  others feelings
• Onset of puberty at around 12 years
• Voice changes
• 14 yearsincrease 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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YoutubeWhy 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 developmentprocess of associating
  additional features with a word.
• E.g., father originally referred to the childs
  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 exampledogs

• Family dog
• Different breeds, ages of dogsneighbors, parks
• Police dogsdirect 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, ladderswhat 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. Im
  taking swimming lessons.
• (weird and unsubtle) Im taking swimming
  lessons. Theyre 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 WileyIn
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
• Marks 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 2012we 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 adolescencemany subplots

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V. METALINGUISTIC ABILITIES

• Definitionspeakers 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 pedalsbicycle pedals.
• Your teeth are like starsthey come out at
  night.
• Shes as light as a feather.

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A metaphor

• Implies an analogous relationship
• Love is a rose.
• Hes a bull in a china shop.
• Shes 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.
• Dont count your chickens before theyre
  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 someones 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.
• Shes 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
• graphemes?phonemes ?words ?sentences ?ideas
• Top-down model in later stagesextract meaning
  from textassociated with the whole language
  approach

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Writing Development
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For example

• My dogs 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 speakers point of view,
reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or
exaggerated or distorted evidence.
Examplesnot 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 pictures
• Look 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 brain
• Ask myself questions about what Im reading
• Predict what will happen next
• Highlight key ideas
• After I have read the whole thing
• Look at the title, headings, and pictures again
• Read over my highlights
• Ask questions about what I have just read
• Summarize 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