copyright © 2008 delmar. all rights reserved. unit three speech, language, and literacy development
TRANSCRIPT
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Copyright © 2008 Delmar. All rights reserved.
Unit Three
Speech, Language,
and Literacy Development
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Chapter 5
Perspectives of
Language Development
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3
Language Development
• Receptive language– Understanding what is said
• Expressive language– Words and meanings that are used
verbally
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4
Critical Periods
• There are certain times that are crucial for developing skills and abilities
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5
Three Phases of Critical Periods
• Sensory learning
• Sensorimotor output
• Stabilization
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6
Nature/Nurture
• Most experts agree that both nature and nurture are involved in language development
• Interactionism is an approach that looks at interaction of nature and nurture
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7
Perspectives of Language Development
• Behavioral perspective
• Psycholinguistic– Syntactic perspective
• Semantic– Cognitive perspective
• Social– Pragmatic perspective
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8
Behavioral Perspective
• B.F. Skinner
• Language is a behavior learned through “operant conditioning”
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9
Operant Conditioning
• Model for changing behavior
• Behavior is reinforced immediately after it occurs
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10
Behavioral Perspective
• Language is learned by:– Imitation – Reinforcement – Successive approximations to adult target
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11
Child-Directed Speech
• Higher pitch
• Smaller words
• Short sentences
• Slower rate
• Clearer articulation
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12
Limitations to Behavioral Perspective
• Children learn words they are not explicitly taught
• They combine words in new ways
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13
Psycholinguistic-Syntactic Perspective
• Noam Chomsky– Language is innate, universal, and unique
to humans
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14
Psycholinguistic-Syntactic Perspective
• Emphasis placed on linguistic universals– Rules common to all languages
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15
Limitations to Psycholinguistic-Syntactic Perspective
• Semantic knowledge needs to be considered in addition to syntax
• Cognitive development is not considered by Chomsky
• Parental input is important
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16
Semantic-Cognitive Perspective
• Emphasizes relationship between language learning and cognition
• Focuses on the meaning of a child’s speech
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17
Limitations of Semantic-Cognitive Perspective• Does not explain how children acquire
language
• Does not explain the relationship of cognition and later language development
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18
Social-Pragmatic Perspective
• Communication is the basic function of language
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19
Prerequisites for Social-Pragmatic Perspective
• Infant must have caregiver in close proximity
• Caregiver provides infant with basic needs
• Infant develops an attachment to caregiver
• Infant/caregiver attend to same objects
• Infant/caregiver take turns verbally and nonverbally
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20
Limitations of Social-Pragmatic Perspective
• Does not explain syntactic and semantic development
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Chapter 6
Speech Development
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Stages of Speech Development
• Stage I – Birth to12 months
• Stage II – 12-24 months
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Stages of Speech Development
• Stage III– 2-5 years
• Stage IV – 5 years to adolescence
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Stage I
• Foundations of speech, language, and cognitive development are built in the first 6 months
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Perceptual Skills of Infants
• Discrimination of speech from nonspeech sounds
• Preference to listen to mother’s voice
• Perception of all consonants and vowels in the world’s languages
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Prelinguistic Productions
• Productions are influenced by the shape of the vocal tract in infancy
• Birth – Crying
• 2-4 months – Back vowels and consonants
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Perceptual Skills: 6-8 months
• Perceptual skills now restricted to sounds in the language in their environment
• Respond to intonation
• Respond to some words appropriately– Their name
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Prelinguistic Development: 6-8 Months
• Produce more consonants and vowels in syllables
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Perceptual Skills: 8-12 Months
• Primarily perceive sounds of their native language
• Follow simple instructions
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Speech Development: 8-12 Months
• Imitate sounds
• Babble to initiate social interaction
• 90 percent of sounds produced are /p, b, t, d, k, g, m, n, w, j, h, s/
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First Words
• Emerge around 12 months
• Simple syllable structure – CV, VC
• Phonemes used:– Stops, nasals, glides
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Criteria for a “True Word”
• Clear intention/purpose
• Close to adult pronunciation
• Used in various contexts(Locke, 1993)
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Speech Development: 18 months
• Fifty words produced
• Closed syllables emerge– CVC
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Speech Development: 18-24 months
• Two word sentences
• More word-final consonants are produced
• 25 to 50 percent intelligible
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Multicultural Considerations
• Simultaneous acquisition – Learning two languages at same time
• Sequential acquisition– Learn one language before age three– Second language after three years of age
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Stage III: Early Childhood
• Two-year olds:– 75 percent intelligible– 2 to 3 word utterances
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Stage III: Early Childhood
• Three-year olds:– Vowel development complete– Many consonants are established– 90 percent intelligible– 3 to 4 word utterances
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Stage III: Early Childhood
• Four-year olds:– 95 percent intelligible
• Five-year olds:– Most sounds are developed by age five
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Stage IV: Five Years to Adolescence
• Express feelings
• Show empathy
• Most children 95 to100 percent intelligible
• Enjoy telling stories, jokes
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Chapter 7
Cognitive-Linguistic
Development
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Elements for Normal Communication
• Biological structure and function within normal limits
• Sufficient cognitive processes
• Sufficient social interaction
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Stage I: Cognitive Development
• Five senses are the sources of stimuli that develop cognition
• Primary sensory systems in the stage are vision, hearing, taste, smell
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Stage I: Cognitive Development
• Object permanence
• Infants begin to understand that objects continue to exist even when they are not in sight
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Stage I: Language Development
• Use facial expressions and body language for turn-taking
• Gestures emerge
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Stage II: Cognitive Development
• Children learn that actions have results
• Use objects appropriately
• Learn the effects of certain objects
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Stage II: Language Development
• Toddlers can understand more than they can express
• Common forms of early words: – Nouns, proper nouns, action words
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Stage II: Language Development
• Two word utterances used
• Grammatical morphemes are produced – Brown’s 14 grammatical morphemes
in Table 7-1
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Mean Length of Utterance
• Average number of morphemes in a child’s utterance
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Multicultural Considerations
• Code-switching – Developmental stage where bilingual
children may mix up pronunciation, vocabulary, and/or grammar
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Multicultural Considerations
• Cognitive and linguistic advantages for children raised simultaneously bilingual
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Stage III: Cognitive Development
• “Private speech”– Ability of children to talk to themselves– Important threshold in cognitive
development
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Cognitive Development: Three Years
• Developing concepts of time, sequences, spatial concepts, quantity
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Language Development: Three Years
• 1000 word vocabulary by end of third year
• Parallel talking provides children with language and concepts
• Function words (the, a) omitted in sentences
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Language Development: Four Years
• Average sentences are four words long
• Can provide biographical information
• Use different tone of voice and inflection to adults and children
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Language Development: Four Years
• Decontextualized language emerges: – Language that relates to times, events,
places that are not immediately present– Essential skill for academic success
• Conversational skills emerge
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LanguageDevelopment: Five Years
• Refine and use more adult grammatical structures
• Asking questions with appropriate grammar
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Language Development: Middle childhood
• Continued development of more complex and elaborate forms of language
• Language is a tool for learning
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Cognitive Development: Adolescence
• Divided attention – Cognitive task using two or more input
modalities to process different information
• Develops study skills
• Further develops higher level thinking
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Language Development: Adolescence
• Form– Length of utterance increases
• Content– Vocabulary of 80,000 words– Figurative language
• Use– Adapt language to situation and person
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Adulthood
• Cognitive and linguistic abilities continue to develop in adulthood
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Chapter 8
Literacy Development
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Literacy
• Literacy development is within scope of practice for SLPs
• Reading and writing are language-based activities
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Emergent Literacy
• Skills that develop during preschool years
• Prerequisites for later developing reading and writing skills
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Literacy Socialization
• Literacy artifacts
• Literacy event
• Knowledge derived from literacy experiences
Van Kleeck & Schuele, 1987
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Joint Book Reading
• Parents choose books with rhyming and redundant words
• Parents will name objects in books
• Children will learn names of letter, sounds they make
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Alphabetic Principle
• Words consist of discrete sounds that are represented by letter in print
• This is the foundation of reading
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Copyright © 2008 Delmar. All rights reserved.
Phonological Awareness
• Recognizing and understanding sound-letter associations
• Knowing that sounds can be combined to form words
• Knowing that words can be segmented into individual sounds
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Copyright © 2008 Delmar. All rights reserved.
Phonological Awareness
• Single best predictor of reading success is phonological awareness
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Reading and Writing
• Formal instruction in reading and writing typically begins in first grade
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Copyright © 2008 Delmar. All rights reserved.
Reading and Writing
• In third grade the emphasis changes from “learning to read” to “reading to learn”
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