ACQFinal1

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Author:
amykath
ID:
119844
Filename:
ACQFinal1
Updated:
2011-11-30 22:28:35
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SLP
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Description:
SLP Acqusition Abilities in children final exam review
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  1. Negative form development
    • Head shake 10-14 months
    • "No" is one of the first acquired words
    • "No+X" in the 2 word stage
    • External negative marker ("No Mommy running" "Not eat cereal")
    • Internal negative marker ("Mommy no running" "Me not eating cereal")
    • Negation with auxiliaries ("I didn't do it" "I won't tell you")
  2. Question form development
    • 1. External question marker ("That horsie?" "What doggie doing?")
    • 2. With auxiliaries but no subject/aux inversion in wh- questions ( "Why kitty can't stand up?")
    • 3. Subject/aux inversion in wh- questions ("What did you do?")
  3. Comprehension strategies
    • probable event strategy
    • word order strategy
    • Irreversible passives are more easily understood than reversible passives
    • Order of mention strategy
  4. Classify sentences by clause structure
    • Simple-one main verb
    • Compound-Two simple sentences using a conjunction
    • Complex-Embedding a dependent clause into an independent clause "Syntax, which refers to blah, is one of several blahs."
    • Compound/complex- Combining two complex sentences
  5. Classify sentences by function
    • Declarative-"We are learning about syntax."
    • Imperative-(Subject can be omitted) "Tell me about syntax."
    • Interrogative-Question "What do you think about syntax?"
    • Exclamatory-Exclamation "It's syntax!"
  6. Passive and active voice
    • Passive-Subject does not perform action. Action is performed on it. Person or thing doing the action usually preced by the word 'by'. "The book was written by Norah."
    • Active-"Norah wrote the book."
  7. Reversible and irreversible passives
    • Reversible-"The girl was pushed by the boy."
    • Irreversible-"The carrot got eaten by the rabbit."
  8. theory of mind
  9. narrative definition
    • Decontextualized monologue
    • Minimally contains two sequential independent clauses about the same past event
  10. narrative genres
    • recounts-past event elicited by an adult who shared the event
    • accounts-spontaneously shared experience with a listener who did not share the event
    • event casts-current or anticipated event
    • stories-self generated fictional narrative or familiar fictionalized stories
  11. narrative development sequence
    • Changes over time:
    • increased length
    • decreased reliance on scripts
    • increased reference to cause
    • increased reference to mental states
    • improved coherence and cohesion
    • increased number of story grammar elements
    • (4-6 yrs: 7 utterance length in narratives; 7-9 yrs: 12 utterance length in narratives)
  12. phonological awareness
    most important predictor early in the course of reading development
  13. Word formation processes
    • Conversion-take an existing word and use it another way "Can you needle this?" (Sewing) "I sharped them." (pencils)
    • Compunding-putting together two or more existing words "Streetlight" "Bookcase"
    • Derivation-adding an ending to an already existing word to derive a new word with new meaning ex: teach-->teacher, run-->runner
  14. Story grammar element
    • Setting
    • Initiating Event
    • Internal Response
    • Internal Plan
    • Attempt
    • Consequence
    • Reaction
  15. definition forms
  16. reading disorders
    • developmental dyslexia
    • prevalence 5-17%
    • equal boy to girl ratio
    • inherited
    • phonological deficits not a visual impairment
  17. primary deficit
  18. emergent literacy skills
    • phonological awareness
    • print concept
    • alphabet knowledge
    • literate language
  19. -history of reading instruction

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