Archive | 6:49 PM

“Extra” from the Language Text

12 Dec

Pence-Turnbull, K. L., & Justice, L. M. (2012).  Language Development from theory to practice.

Upper Saddle River, NJ:  Pearson Education, Inc.

-start to understand decontextualized language.

-Kelsey’s “reading” from the book is an example of metalinguistic ability, which is the ability to view language as an object of attention.  This emergent literacy, where children begin to develop reading and writing skills, occurs between the ages of three and five before children attend school.

-Kelsey was beginning to achieve the first of three functions of emergent literacy:  Print awareness, understanding forms and functions of written language.  The other two, alphabet knowledge and phonological awareness should be emerging soon, if they haven’t already.

-I observed Kelsey showing print interest where print is worthy of attention, and I noted her displaying print functions, understanding print carries meaning.  It was difficult to ascertain in our environment of language sampling, if Kelsey was displaying the other three tenants of print awareness:  Print conventions (print is organized in specific ways, left to right and top to bottom), print forms (units of print can be differentiated and named), or part part-to-whole relationships (understanding that letters make up words and words can be linked together).

-It seemed, Kelsey had mastered all of the GAE phonemes, though I did not do an inventory or proper screening.  Her speech was intelligible for the most part, as she did not have omissions or errors of the phonemes she produced.

-pg 244 when I know Kelsey’s exact age.


-According to the text, phonological processes such as weak syllable deletion and cluster reduction still exhibited by four year olds are largely suppressed by age five.  This was true in Kelsey’s case, as I did not notice and clear indications of phonological processes in her speech.

-Like many pre-school aged children, Kelsey used some coordinating conjunctions and embedded sentences to show use of complex syntax.


-The text book says children acquire new words at the rate of 860 per year!

-The text book asserts, “. . .  Maternal language in storybook-reading activities contains a more diverse array of syntax and vocabulary and typically has a higher level of abstraction than that in other language contexts. . .”

-Kelsey showed heavy use of kinship terms, by saying “Mommy” frequently when addressing or talking about her mother.  This is one of many relational terms that pre-schoolers are using and mastering, according to the text.