CLA terms
stages of speech
pre-verbal
holophrastic
two-word
telegraphic
post-telegraphic
cooing → increasing control over vocal chords (2 months)
babbling → sounds begin to resemble words and consonants (6-9 months)
crying → physical need (up to 2 months)
using individual words to generate meaning → 12-18 months
pontential meaning narrowed, less reliance on non-verbal, some grammar understanding
longer, more complex utterances, likely to omit gramatical words required for accuracy → 2 yrs
grammatical words used alongside content words, contractions, verb inflections, pronouns, questions etc. → 4 yrs
types of babbling
reduplicated → repeating the same sound multiple times e.g. baba
variegated → some variation in the phonetic pattern e.g. bada
bilabial → sounds most common e.g. consonants articulated with both lips
phonological development
assimilation
deletion
substitution → swapping one letter for another
pivot schema → a word (like mummy) around which other words can operate
diminuitives → reduction in the scale of an item usually by adding a suffix
omission → leaving words out
modifier → words showing levels of something e.g. up, down, around etc
overextension → a child applies a label to more referents than it should have e.g. all women = mummy
analogical overextension → tries to draw links between different objects based on similar properties/use e.g. all spherical objects = “ball”
categorical overextension → refers to all objects within the same category with the same name (all fruit is labelled as “apple”)
predicate statements → statements that convey some form of abstract information (a child using “doll” to indicate an empty cot
underextension → applies a label to fewer referents than it should have, normally by using a general word to describe a very specific situation or thing
morphemes
bound morphemes → morphemes that cannot stand alone and only occur as parts of words e.g. ing
free morphemes → morphemes that can stand alone e.g. come
morphemes → smallest things in language, draw them together to make words e.g. come, ing
teaching approaches
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look and say approach - teaches students to read words as whole units rather than breaking the word down into individual letters or groups of letters
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recasting - a technique used in language teaching to correct learners' errors in such a way that communication is not obstructed
reading
pre/pseudo reading - up to 6 years, → chldren will still be read to by caregivers but may try to initiate the reading process by turning pages
phonics
synthetic phonics - teaches reading by blending the sounds of letters and letter groups to form words
analytic phonics - focuses on teaching whole words and then analysing the constituent sounds
hand grips
oracy → wide lexical range and an understanding of how these words work together in terms of grammar and syntax
writing
crossbar → the horizontal line through letters
counter → the white space inside enclosed letters
stem → the vertical line in a letter
flourish → an ornamental stroke
downstroke → any downwards movement with a writing utensil
hook → a tiny flourish, usually on the end of a letter
upstroke → any upward movement with a writing utensil
slant → to left or right in comparison to vertical
descender → letter that goes below the x-height
weight → the thickness of the lines
ascender → letter that goes above the x-height
cursive → joined up handwriting which can improve fluency and form of handwriting
X-height → also called the midpoint, the height of all the letters which are not ascenders or descenders
print → writing each letter out separately
topline → the line above the letters
casual cursive → midpoint between cursive and print writing
baseline → the line on which most letters rest
insertion → adding extra letters
emergent writing → no huge meaning to what is being done but contact with page
transposition → reversing the correct order of letters in words
directionality → understanding that writing goes from left to right in a book and stays on the line
phonetic spelling → using sound awareness to guess letters and combinations of letters
salient sounds → only writing the key sounds in a word and missing out letters
over and under-generalisation of spelling rules → Over-generalising a rule where it is not appropriate to apply it (run – runned), or under-generalising it by only apply it to one specific context (y to ies in plurals)
child directed speech → the code used to communicate with infants/children
digital pronate grasp → holds pencil with palm of hand facing down towards paper, held by all fingers and thumb. movement from elbow and shoulder. vertical surface preferred
four finger and thumb grip → holds pencil between thummb and 4 fingers. nearly vertical positioning. movement from elbow and wrist
palmer supinate grip → holds pencil in fist like a dagger. whole arm movements to mark-make. prefer to work on vertical surface
tripod grip → holding pencil in nearly correct position but web space is narrower. movement from
fine motor skills → being able to hold a pencil - tripod grip - children go from gross to fine motor skills
dynamic tripod grip → Holding the pencil between thumb and index finger with pencil supported on the middle finger. The ring and little fingers are gently curved inwards. This gives an open wide web space which means the movement comes from the fingers