Notes for Midterm - LING 2P99 PDF

Notes for Midterm - LING 2P99 Literacy in Children and Youth Characteristics of oral and written language, similarities and differences Language Systems Spoken Language ​ Pragmatics ​ Semantics ​ Syntax ​ Phonology Written Language ​ Functions ​ Meanings...

Notes for Midterm - LING 2P99 Literacy in Children and Youth Characteristics of oral and written language, similarities and differences Language Systems Spoken Language ​ Pragmatics ​ Semantics ​ Syntax ​ Phonology Written Language ​ Functions ​ Meanings ​ Forms ​ Meaning – Form Links Functions of Spoken and Written Language Instrumental: Satisfy the need. Get something that you want Ex. Ordering something at Starbucks Regulatory: To regulate someone else's behavior Ex. Be quiet, stop, go away Interactional: Try to invite some sort of social interaction Ex. Do you want to come to my birthday party? Let's get some coffee? Personal: Express a thought, comment, and opinion Heuristic: Seek information, to learn something Ex. What time is class? What room is the seminar in? Imaginative: Ex. "You be Elsa, I'll be Anna" Informative: To provide some kind of information Ex. Class list, timetable, recipe, menu. "It will snow later tonight" Functions of Written Language Unique functions of Written Language ​ Establish ownership or identity and convey authority Ex. Drivers licenses, Lease on a house. Anything with your name on it. ​ Communicate over long distances Ex. Texting, Emails, etc. ​ Knowledge accumulation and critical analysis: This is because written language can be recorded and allows you to go over it many times Ex. Taking notes, writing an essay Meanings in Written Language ​ Everything we say to younger children are usually physical things that they can see, this isn't necessarily the case for literacy ​ Oral language is usually contextualized, and literacy is usually decontextualized ​ Literacy is usually used in the past-tense Types of Contextualized & Decontextualized Oral and Written Language Oral ​ Contextualized – Face to Face ​ Decontextualized – Narrative, Lecture Written ​ Contextualized – Menus, Labels, Signs ​ Decontextualized – Almost all written language Written Language Form (Structure) Letters (graphemes) and letter features ​ Grapheme: Smallest unit in a writing system (ex. 'sh') Concept of Printed Word ​ To understand that print contains meaning and are not just random letters (ex. Big "H" means Hospital, or Helipad. Directional Principles ​ Top, Down, Left, Right ​ Know that pages turn in a certain way Sentence Organization  ​ Stories are organized ​ Sentences are organized Text Format ​ If you are writing a shopping list, a birthday card, and/or a story, there is a certain way of doing it Differences between Spoken and Written Language 1. Explicit versus implicit processes ​ Written language is more explicit 2. Biological contributions ​ Everybody is different 3. Universality ​ Almost all cultures have spoken language, not true when looking about written language ​ Nonverbal language supports written language 4. Physical Differences ​ Durability ​ Visual cues 5. Situational Differences ​ Interaction and feedback (Oral language is usually 2 or more people) ​ Speed (oral language is much quicker) ​ Contextualized vs. Decontextualized (most oral language is contextualized, and literacy is usually decontextualized, especially for children) 6. Functional Differences ​ Relational vs. Recording 7. Form Differences ​ Prosody: The tone of someone's voice. This can give information and sometimes change the message. ​ Written language is usually more formal than spoken 8. Vocabulary Differences ​ Specificity: Written Language tends to be more specific. ​ Diversity 9. Grammatical Differences ​ Written is more formal, more punctuation, etc.  ​ Redundancy ​ Cohesiveness: needs to be cohesive in writing ​ Written language needs to be more specific 10. Processing Differences ​ Use of Context is important to create the atmosphere Characteristics of Meaning, Form, Form-meaning links, and Functions Birth - 3 Years: Meaning: -​ Know book sharing routines -​ Learning meaning-making strategies -​ Use decontextualized language -​ Develop concepts about stories Form: -​ Develop motor schemes -​ Recognize the alphabet as a special set of written signs Meaning-Form Links: -​ Make symbols Functions: -​ Draw and share books as pleasurable activities -​ Use books and drawing to gain the attention of others 3 - 5 Years (Novice): Meaning Making: -​ Intend to communicate meaning in writing -​ Assign meaning to environmental print -​ Assign meaning to a variety of texts, pretend to read, by applying knowledge of the content and language used in those texts -​ Apply concept of story in constructing the meaning of stories read aloud, retelling stories, and pretending reading of stories especially using sequence and causality -​ Construct literal meaning -​ Construct inferential meaning -​ Use some literary language in retelling and pretend reading Form: -​ Recognize alphabet letters as a special set of graphic symbols  -​ Learn alphabet letter names and formations -​ Learn letter features (and may write mock letters) -​ Write own signature -​ Use a variety of text features to construct different kinds of texts Meaning-Form Links: -​ Use contextual dependency -​ Differentiate pictures from print (but sometimes think pictures are read) -​ Pay attention to print (and sometimes know that print is read) -​ Go beyond contextual dependency by matching segments of the printed text with segments of the spoken text (sometimes matching lines to spoken sentences, segments of text to spoken words, or letters to syllables -​ Develop the beginnings of phonological awareness (by constructing rhyming words and identifying beginning phonemes) Functions: -​ Use reading and writing in play -​ Use reading and writing across time to regulate the behaviour of self and others -​ Use reading and writing as part of family and community activities (such as to complete daily-living routines) 5 - 7 Years (Experimenters): Meaning: -​ Assign meaning to text by applying knowledge of specialized literary language (such as literary syntax and alliteration) Form: -​ Know nearly all alphabetic letter names and formations -​ Have metalinguistic awareness of letters -​ Develop concept of spoken words -​ Develop concept of written words -​ Develop concept of word boundaries -​ Use specialized literary knowledge to construct a wide variety of texts -​ Use a variety of strategies to produce conventional texts (including copying, asking for spellings, dictating, and spelling) Meaning-Form Links: -​ Sound literate when assigning meaning to story books and compositions -​ Are precise when assigning meaning to storybooks and compositions -​ Develop phonemic awareness -​ Use manner of articulation to associate sounds and letters in spellings -​ Use letter names to associate sounds and letters in spellings -​ Use identity of sounds to associate sounds and letters in spelling  -​ Spell at the levels of emergent, early letter-name, and middle letter-name spelling -​ Use knowledge of sound-letter relationships to monitor emergent reading -​ Use finger point reading -​ Can use familiar rhyming words to learn some sight words Functions: -​ Read and write to experiment with written language -​ Understand that written language is readable (develop the message concept) 6 - 8 Years (Conventional): Meaning: -​ Use metacognitive strategies to focus on meaning while reading, including monitoring that reading makes sense -​ Use strategies for generating ideas during composing, including knowing the expectations of their audience -​ Interpret literature and move toward interpretations at the abstract level, including point of view, theme, and symbol -​ Use knowledge of abstract literary elements and style to compose stories and other literary texts Form: -​ Have fully developed concept of word -​ Understand morphemes -​ Develop an ever-increasing stock of sight words -​ Know conventional spellings of an ever-increasing stock of words -​ Use knowledge of literary elements in narratives to compose stories that include settings, characters, and some plot elements and that signal growing control over point of view, mood, and style -​ Develop knowledge of how exposition os organized, using consistency, ordering relationships, and hierarchical relationships to compose gradually more organized expository texts Meaning-Form Links: -​ Develop conventional spelling ability, including learning alternative spelling patterns, phonograms, and morphemes -​ Use orthographic concepts to spell and to decode words in reading (decoding by analogy) Functions: -​ Read and write to meet a variety of personal needs -​ Read and write to join the classroom literate community Alphabetic Principle: Alphabetic Principle ​ A - each phoneme in language must be represented in the writing system ​ B - Not necessarily a 1-1 correspondence ​ C - limited # of graphemes It is very important for kids to learn the Alphabetic Principle. Phonological Skills Required for Literacy: Phonological Awareness: ​ Early PA skills predict early reading achievement ​ Children with dyslexia had poor PA skills early on ​ PA skills predict word recognition & decoding ​ Most important Ex. What sound a word begins with, knowing when to produce the sound of /s/ or /z/ when you see a written "s" Phonological Awareness ​ The most important skill that children should develop ​ Recall: conscious attention to groups of sounds / patterns of sounds in words ​ Due to systematic training of JK and SK, so they are able to detect them, but to be conscious of them, it usually takes until they are around 5 years Stages of Pretend Reading: Developmental Stages (Sulzby & Barnhart, 1990): ​ 1. attending to pictures, not forming stories (often just label) ​ 2. attending to pictures, forming oral stories (if you take the pictures away, they probably can't tell you the story) ​ 3. attending to pictures, forming written stories ​ 4. attending to print (and any words they don't know, they will just skip over) Story Sequences: Story Comprehension: (Skarakis-Doyle & Dempsey, 2008); van den Broek et al., 2005) ​ Need to be able to organize it and follow the sequence of the story ○​ Requires language, cognitive, and other skills  ​ Study shows that there are stages for a child to understand the text. ○​ Forming a complete & accurate mental representation of the text ○​ Key elements (agents, actions, objects etc.) ○​ Temporal and causal connections among elements ○​ Inferences (not everything implied or understood is specifically stated) Importance of Phonemic Awareness and its relevance to Literacy: Phonemic Awareness ​ Conscious attention to the single phonemes in words ​ Both develop in novices through exposure to rhyming songs/books ​ Children engage in language play: make up rhyming words Children who have phonemic awareness learn to read, in part, due to such awareness Children who have this learn to spell Children who know and use phonics principles pass through more advanced phases of reading and writing Without phonemic awareness, children cannot enter into the experimenting phase of reading and will be hampered in rapid development Environmental Print and its relevance to Literacy: Environmental Print ​ Real-life print children see in the home or community, including print on food containers and other kinds of product boxes, store signs, road signs, advertisements etc. ​ Contains clues to print’s meaning ​ Often first type of print young children recognize & understand Ways parents can promote attention to environmental print ​ Cereal boxes: letter search ​ Sign hunt ​ Make a book of signs ​ Cut out words from cereal boxes, soup cans etc. Talk about sounds the letters make ​ Sort signs ​ Use items in dramatic play No direct link that environmental print helps develop literacy, however it does just give a way that can help expose them to more literacy. ​ Not able to be used as a proof of therapy to develop literacy Concept of Story through the Stages: Beginners' (1-3 years) Concept of Story ​ Descriptive sequences (setting statements) ○​ There was a dog. He was brown. He was big. ​ Action Sequences (setting + attempts) ○​ We got up on Christmas. We opened presents. We played toys. We ate buns. ​ Abbreviated Episode (setting + action + resolution) ○​ This girl hated spinach. She gave it to the dog. She got a big dessert. That is all. (3 - 5 Years) Concepts About Print (CAP): ​ Understandings about how print is visually organized and read ○​ Alphabet letters are a special type of written symbol ○​ Print “says” something ○​ Print (not drawings) are read (5 - 7 Years) Concept of Word & Word Boundaries ​ Attempts to write words: ​ Letter combinations ​ Mark boundaries between letter combinations ​ Ignore other aspects of writing Concept of Story: Example There was this boy (character/setting) and he got kidnapped by these pirates (action). He missed his dog (internal response). So he decided to escape (goal). When they were all eating, he cut the ropes (attempt) and he got away (resolution). And he lived on an island with his dog. And they played in the sand every day (reaction). Stages of Narrative and Expository Writing Development: Narrative Writing Development Narrative writing focuses on storytelling, including personal experiences, fictional stories, and creative writing. 1.​ Scribbling & Drawing (Pre-Writing Stage) – Young children use scribbles and drawings to represent ideas, often accompanied by oral storytelling. 2.​ Early Emergent Writing – Writers begin using letter-like symbols and random letters to convey meaning. Some may attempt simple words. 3.​ Emergent Writing – Simple sentences appear, often in a list-like format. Stories may lack structure but show an attempt at sequencing events. 4.​ Developing Narrative – Writers include a clear beginning, middle, and end. Characters and events become more developed, though inconsistencies in plot may still exist. 5.​ Transitional Narrative – Writers use more complex sentences, dialogue, and literary devices like similes. They show an awareness of audience and purpose. 6.​ Fluent Narrative Writing – Writers develop unique voices, use sophisticated vocabulary, and apply literary techniques (foreshadowing, symbolism). Stories are engaging, with well-structured plots and character development. Expository Writing Development Expository writing is factual and aims to inform, explain, or argue a point logically. 1.​ Pre-Writing & Concept Development – Writers brainstorm ideas, identify a topic, and explore basic facts. 2.​ Simple Listing & Labeling – Early writers list facts or label images without clear organization. 3.​ Sentence-Based Explanation – Basic topic sentences appear, often lacking coherence or transitions. 4.​ Structured Paragraphs – Writers organize information into introduction, body, and conclusion, using basic transitions. 5.​ Developing Logical Flow – Paragraphs connect smoothly, and arguments become more detailed. Writers cite sources or provide examples. 6.​ Advanced Expository Writing – Writers demonstrate critical thinking, use formal tone and varied sentence structures, and effectively integrate evidence and analysis. Strategies that Children use during the Various Stages of Reading and Writing: Parent-Child Interactive Book Reading Changes in parent behaviors over time:  ​ Babies Attention-getting & Sustaining Strategies ​ Encourage pointing & labeling ​ Permit book handling ​ Point, label & comment: Elaborating more ​ Connections: to her toys, etc. ​ Follow child’s lead: allowing the child to choose the book ​ Less focus on “story" Parent-Child Interactive Book Reading Changes in parent behaviours over time 2 year olds ​ Low cognitive demand strategies ​ Cloze (fill-in-blank): This is low cognitive because you have already given most of it ​ Ex. "oh look, the dog is chasing...." ​ Wh-questions: Usually "who" and "what" 3 year olds ​ High-Cognitive Strategies ○​ Why questions: inferences ○​ Prompting Connections ○​ Prompting Predictions: Have an understanding that some things are typical to happen in books ○​ Elaborating: The parents want to give opportunities to the kids to expand their vocab. ○​ Explaining ○​ Commenting on traits & motivations Around this age, quite often children will ask a lot of "why" questions and will comment on common themes and motivations (bringing emotion into the story) Invented Spelling Child creates unique spellings based on their orthographic knowledge Child uses knowledge of phonology to invent spellings Children develop strategies for spelling based on: ​ their knowledge of phonological system and letter names ​ Judgments of phonetic similarities and differences Ability to abstract phonetic information from letter names Stages of Spelling Development: Early Stages of Spelling Development: (see text p. 104, Table 4.2) 1. Nonspelling ​ Letter-like forms ​ Letters don’t correspond to sounds ​ XDMMXDXNEE = “Once upon a time” Meaning-Form Links 2. Emergent spelling ​ Attempt to match at least 1 letter in the word to a sound ​ Letter selected may not be conventional ○​ Manner/place of articulation & letter-name strategies G = “jumped” R = “are” Y = “window” "I K S K P” = “I like housekeeping Meaning-Form Links Early Stages of Spelling Development 3. Early alphabetic spelling ​ Routinely match letters to sounds ​ Use whole letter name for a segment of word ○​ DP = “Deep” ​ Usually uses letter for beginning consonant of word ​ Sometimes uses letter for end consonant of a word ○​ KS = “kiss”; KR = “car” ​ Doesn’t include a letter for both sounds in a blend or diagraph ○​ TK = “truck”; SID = “slide”; SIP = “ship” ​ Sometimes represents short & long vowels ○​ Short: manner/place of articulation: BAL = “bell” ○​ Long: letter-name: PLAT = “plate” Meaning-Form Links 4. Middle alphabetic ​ Routinely represents first and last consonants of a word ○​ KAT = “cat” ​ Routinely represents short and long vowel sounds ○​ Short: manner/place of articulation or conventional ○​ RICS = “rocks”; BIG = “big” ○​ Long; letter-name ○​ WAT = “wait