Child Language Aqquisition

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4. Coventional Letters

Children start to match sounds with symbols, writing down the letters that match sounds being heard or spoken. Children start to use initial consanants to represent words eg: h for horse

7. Correct Spelling

Most words are spelled correctly

Trends when Learning to Speak

Common Errors

Overextension: Child calls their father "dad" but also calls the postman, grandad and shopkeeper (all men) "dad".

Underextension: The child uses the word "house" to describe where they live but is confused to hear the sameword used to describe where their grandmother lives.

Assimilation

Metathesis

Berko and Brown

Sometimes children understand what to say mentally but struggle to say the word physically. The "fis phenominon"

Reduplication

Substitution

Addition

Deletion

6. Appropriate Spelling

Sentences become more complex as the child becomes aware of standard spelling patterns. Writing becomes more legible

Halliday's Functions

Instrumental

Language used to fulfill a particular need

Imaginative

Language used to create and imaginary enviroment - often used in play

Personal

Language used to express opinions, ideas and personal identity

Regulatory

Language used to regulate others' behaviour

Interactional

Language used to develop social relationships, includes "Phatic talk"

Heuristic

Language used to leran and explore the enviroment

Representational

Language used to convey facts and infomation

What goes wrong?

Single and Double Letters - A constant sourse of difficulty, the second most common after unstressed syllables. Shining becomes shinning, dropped becomes droped, latter and later and furry and fury are also confused

Unstressed Syllables - Often much more commonly misspelt than stressed syllables

Prefixes and Suffixes - Can cause problems with children who do not understand orthography. Ie: makeing - keep the e or remove it? Ence and Ance are frequently confused as they sound the same

Phonic Alternatives - The form is chosen in the wrong context but mirrors that of another word ie: nessessary as in lesson

Vowel combinations - ie/ei is the worst but also iou and other three vowel combinations can cause problems

Teaching to Read

Phonic Schemes

Based on the principle of recognising the regular sound-letter relationship in a writing system, and teaching the child to use these when decoding or constructing words.

Arguments against suggest that the child will struggle to blend induvidual sounds into a word. Also point out there are severe restrictions on the vocab available to early readers which can result in bizarre sentences being created.

Arguments for based on the idea that a child has a rationale for "sounding out" new words

Whole-word schemes

Based on the principle of recognising words as a whole.

Arguments against object to the often arbitary choice of words which are not always closely related to the child's experiences.

Arguments for point out that the system allows for longer and more meaningful sentences, through the use of frequently occuring words and the use of some longer words.

The Stages of Learning to Read

Learning the conventions of punctuation and layout

Learning that words go together to form sentences

Learning that a word says the same thing everytime you read it, no matter where you read it

Realising that sounds combine to make words

Realising that letters make words

Associating Sounds with Letters

Recognising letter (usually beginning with the first letter of their name)

Children's reading books

Influences from Everyday Speech

Face to face interactions, familiar scenarios, use of direct speech, informal register, repetition

Features borrowed from the oral tradition of storytelling

Alliteration (big, bad wolf), repeated epithet (Little Red Riding Hood), Parallel sentence structures, rhythmic language

Cohesion

Careful structuring of the text to make the text cohesive, Repetition of words or parts of sentences, Pronouns used after referent (thing being referred to) well established

Grammar/Syntax

Sentence type (simple/compund/complex), Sentence length, Position of subject and verb in sentence, Use of active and passive voice, Verb tense, Modification eg: adjectives/adverbs, pronouns used after subject or object has been clearly established

Length of words/number of syllables, types of words and sematic fields, sounds of words eg: onomatopoeia or rhyme, concrete/abstract nouns, repetition, ease of recognition (sound and spelling match), How context could help with more difficult words

Graphology

Page Layout, Lineation, Pictures, Font and Size of letters

1. Scribbling

Random marks on the page which aren't related to letters or words- learning the skill of holding a pen/pencil. Often talk about what they're scribbling

The Seven Stages of Learning to Write (Barclay 1996)

Four Stages of Learning to Read - Harris and Coltheart (1986)

The Orthographic Stage

Words are recognised directly by spelling rather than by sound. Reading words is much faster and words do not have to be sounded out. Ability to distinguish between pronunciations eg: "pint" and "mint". Child understands meaning, sound structure, word class and orthographic form.

The Phonological Recording Stage

Extensive use of sound correspondaces and "sounding out" words. This is an essential stage as it allows words which have never been encountered before to be read through the child's understanding of letter to sound correspondance. This stage is undergone by children taught to read by mother the Phonics and Whole-Word methods.

The Discrimination Net Stage

Children begin to understand orthography but in a fragmented way. They will often use their sight vocabulary when faced with an unfamiliar word, words of similar length eg: "kitchens" and "children" may be confused or words with similar endings eg: "weight" and "sight" may also be confused

The Whole Word Stage

Children recognise words as a whole but are not aware of internal orthographic structure

Child Directed Speech

Grammar

Use recastings where child's vocab is put into new utterances

Use expansions where the adult fills out the child's utterances

Use more commands, questions and tag questions

Omission of past tense

More simple sentences

Repeated sentence frames

Pragmatics

Supportive language used

Fewer utterances per turn, stopping frequently to allow the child to respond

Lots of gestures/warm body language

Lexis and Semantics

Frequent use of child's name and absense of pronouns

Adopt child's words for things eg: "Doggie"

Use of concrete nouns "cat" and dynamic verbs "give"

Phonology

Use a higher and wider pitch range

Exaggerate difference between questions, statements and commands

Speak more slowly

Phrases are seperated more distinctly

Use of exaggerated "Sing-Song" intonation which helps emphasise key words

3. Mock Letters

Children produce random letters but still no spacing or matching sounds with symbols

2. Mock Handwriting

Children practice drawing shapes on paper, although they are usually still unreadable

Stages of Language Aqquisition

1. Holophrastic Stage

2. Two-Word Stage

4. Pre-School Stage

3. Telegraphic Stage

5. Invented Spelling

Most words spelt phonetically thought some simple and more familiar words are spelt correctly

Mistakes in Spelling

Poor Spellers with a weak Auditory Analysis:

Get the initial letter wrong - suggests the child is not yet reading for reading, let alone writing. Could be a serious problem in a child over 7 years

Are probably poor readers

Make random guesses

Cannot hear the constituent parts of words

Cannot say which symbol represents which sound

Poor Spellers with a weak Visual Memory:

Are not always poor readers

Don't remember how words should look and get confused when trying to write them down

Have a fairly clear idea which symbol represents which sound

Developmental Stages of Spelling (Gentry)

1. Exploration

Pre-letter writing, Random writing on page (letter, symbols, numbers), May use repetition of familiar letters (for example the child's name), Uses left-to-right directionality, Uses random sight words

4. Transitional

Vowels appear in every syllable, Silent "e" pattern becomes fixed, Inflectional endings such as "s" or "ing" are used, Common letter sequences are used (ay/ee/ow), Child moves toward visual spelling, May include all, but reverse some, letters (eg: from=form)

3. Phonetic

Total mapping of letter-sound correspondence, Vowels are omitted when not heard, Writes quickly, Spaces words correctly, Letters are assigned strictly on the basis of sound (eg: br=bar or prt=party). Have not yet learnt unusual patterns

2. Semiphonetic

Leaves random spaces in writing, uses few known words in correct place (eg: names), Shows letter-sound correspondance (Uses initial consanants, uses partial mapping of word: 2 or 3 letters), Reads back accurately at conference

Features of Books borrowed from Oral Tradition

Repeated Epithet

A traditional name tag that goes in front of a character's name eg: Little Red Riding Hood

Alliteration

Repition of same consonant or consonant cluster sound (a group of consonants together eg: th or gr)

Epithet as Methphor

New ways of looking at familiar ideas. Helps to explain words eg: "Fog" or "Everything's been rubbed out"

Rhythmic Language

Best appreciated when the text is read aloud. Emphasises some words over others

Parallel Sentences

Similar ro balanced sentences however some repition of syntax eg: "The Pianist was annoyed. The bandleader was unhappy"

Balanced Sentence

Two ideas are placed side by side in a sentence, they could be complimentary or contrasting eg: "Dennis didn't like the night time, he didn't want to be alone"

Assonance

Repitition of same vowel sounds

Repeated Formulae

Repeated spell or sequence of events eg: Said the Pig, Said the Goose etc.

Proverb or Aphorism

A saying or summary of accepted wisdom eg: "Don't talk to strangers"

Spelling

Child Language Aqquisition

Learning to Read

Learning to Write

Speech Development