CSD 175 1st EditionFinal Exam Study Guide Lectures: 20-25Lecture 20-21 (November 10th and 12th)Terminology Review - Language universals- fundamental similarities across all languages (consonants; vowels)- Language variations- the way languages of the world vary or differo Ex. Sentence Structure- Primary Language- language a person primarily uses to communicate; usually refers to first language a person learns when born- Dialects- regional or social variations of a word that differ in pronunciation, grammar and vocabulary- Language Disorder- significant difficulty with the development of language May reach milestones more slowly or not at all May experience deficits in form, content and or use of language- Over 6,000 languages worldwide Major ones = English, Spanish and Chinese Vocabulary/content is greatest differenceAmerican- English Regional Dialects- Dialects are influence by two things:1. Language Contact- process by which speakers of a language other than English shape the pronunciation, grammar and vocabulary of English language2. Population Migration- when there is a migration of people from one dialectal region to anotherAmerican- English Sociocultural Dialects- Culture, rather than geography; influences these dialectso Ex. In American English, the following social dialects exist: African American Vernacular English Chicano English (final “z” is denounced) Jewish English (yitish and Hebrew; hard “g’s”)What is a standard language?- All dialects, whether regional or socio-cultural, are simply variations from the “standard”form of English.- They are differences NOT a disorder!Bilingualism- How do people acquire two or more languages?1. Simultaneous acquisition- child learns two languages at birth2. Successive or Sequential Acquisition- child will learn one language from birth andthen a second language after thatCode Switching- Speakers who have more than one language alternate between the languages o Intrautterance mixing- the alteration occurs within a single utterance Ex. “We play with mommies, daddies, brothers and hermanas”o Interutterance mixing- alternating languages in between the utterances Ex. One whole sentence in English and the next in Spanish- 3 reasons bilingual children code switch1. Fill in semantic or syntactic gap2. Pragmatic use3. Social norms of communityDoes Learning a Second Language Interfere With Language Learning?- Interference vs. Code Switching- conflict between 2 languages and disrupt overall language developmento The opposite is trueo Positive Effects—enhanced awareness of language, gives kids greater flexibility inusing language; giving kids better understanding of cultural diversity- Code Switching vs. Style Shifting- code switching is between languages and style shifting is the way your speaking (formal vs. casual)Phonological AwarenessWhat is phonological awareness? Awareness of the phonological segments of speech—the segments of speech that are more or less represented by the alphabet The child’s understanding of the ways in which language can be broken into smaller units Awareness of sounds—understanding that the word bat has 3 soundso Hearing and manipulating phonemesTerminology- Phoneme- smallest unit of sound; each has distinctive features- Phonemic/Phonological awareness:o Phonemic- aspect of phonological awareness but refers to specific area of soundso Phonological- awareness of sensitivity of the phonological structure of a language (Bigger umbrella)- Phonics- instructional practice that shows how written letters are related to speech sounds (graphemes vs. phonemesLectures 22-23 (November 17th and 19th)Before a Child Can Read, He/She must…- Be aware of print and how a book is read- Know the names and letter of the alphabet; alphabetic principle- Be aware of speech sounds in words Studies have shown that phonemic awareness is the single best predictor of a child’s ability to learn to read easilyDevelopment of Phonological Skills- Ages 3-4o Understanding sentences are made up of wordso Reciting rhymeso Rhyming by patters (word families)o Alliteration awareness: some words begin with same soundo Recognize signs (McDonalds, Target); books by their coverso Know that print is what we read- Ages 5-6o Counting syllableso Counting phonemeso Matching initial consonantso Blending 2-3 phonemeso Identifying rhymeso Dividing onset-rimes Onset = initial sound Rime = rest of wordo Track the print when reading with fingers or eyeso Can read their names and classmateso Recognize all upper and lower case letters- Ages 7-8o Blending 3 phonemeso Segmenting 3-4 phonemeso Deleting phonemeso Manipulating phonemeso Spelling phoneticallyo Segmenting words that contain clustersRhyme and Alliteration- Rhyme- understanding that words have the same middle and ending sounds- Alliteration- understanding words that share the same beginning/onset are alliterativeHow do we break a word into parts1. Syllables2. Phonemes3. Onset-rimePhonological Awareness and Reading- The ability to attend to the sounds of spoken language is the best predictor for reading success in grades first through third- Core deficit in children with reading disabilities is that they have difficulty analyzing sounds in spoken language- Children need to be able to attend to the sounds to help them “map” them into graphemes- Once they can associate sounds with letters, they can begin to decode wordsPhonological Awareness and Spelling- Children learn to spell buy identifying the sounds that they hear in words- Children need to understand letter-sound association to spell words- Children need to identify and write letters- Phonological knowledge helps children use invented spellingSpelling DevelopmentThe Structure of the English Language-Very important to understand the origin of the English languages so we can assess, intervene and communicate clearly about our language- Our English language has Anglo-Saxon, Latin and Greek influences- English is considered to have a complex orthography system- English contains approximately 40 phonemeso 25 consonantso 15 vowels- The goal for teachers is to teach the regularities of English orthography and common letter-sound patternsTerminology- Orthography- conventional spelling system of a language; methodology of writing in a language- Grapheme- the letters that correspond to the phonemes- Consonant blends- clusters, two or 3 adjacent consonant sounds in a syllableo Ex. “spoon” =