Card Set Information
SLP Acqusition Abilities in children final exam review
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")
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?")
probable event strategy
word order strategy
Irreversible passives are more easily understood than reversible passives
Order of mention strategy
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
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!"
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."
Reversible and irreversible passives
Reversible-"The girl was pushed by the boy."
Irreversible-"The carrot got eaten by the rabbit."
theory of mind
Minimally contains two sequential independent clauses about the same past event
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
narrative development sequence
Changes over time:
decreased reliance on scripts
increased reference to cause
increased reference to mental states
improved coherence and cohesion
increased number of story grammar elements
: 7 utterance length in narratives; 7-9 yrs: 12 utterance length in narratives)
most important predictor early in the course of reading development
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
Story grammar element
equal boy to girl ratio
phonological deficits not a visual impairment
emergent literacy skills
-history of reading instruction