Communication, Language, and Literacy summary

Communication, Language, and Literacy summary

 

 

Communication, Language, and Literacy summary

CHAPTER 6: Communication, Language, and Literacy

Chapter Preview
This chapter introduces the concepts underlying communication and language development. Different theories of language acquisition, characteristics of human language, and typical and atypical patterns of communication development are addressed.

Learning Objectives
After reading this chapter, you should be able to:

  • Define and describe communication, language, and speech development.
  • Address the major theories associated with language development.
  • Highlight the characteristics of human language.
  • Understand typical patterns of communication development including early vocalizations and the understanding of grammar.
  • Discuss atypical patterns of communication and language development.

Key Terms and Concepts
Articulation is the ability to produce vowels, consonants, and vowel-consonant blends.
Babbling is the systematic pairing of a consonant and vowel and the repetition of this sound.
Code switching is using two different languages in an utterance.
Communication involves the sending and receiving of information, ideas, feelings, and messages.
Expansion is the process of extracting the meaning of a toddler’s utterance and putting it into a more complex form.
Extension involves putting the toddler’s statement in a broader context; that is, extending the meaning of the phrase.
First or home language is the language the infants and toddlers hear at home.
Fluency disorders are the abnormal flow of verbal expression that is characterized by impaired rate and rhythm that may include labored speaking.
Language is a system of sounds, signs and symbols, and grammar, which is used to communicate.
Mean length of utterance (MLU) is the average number of morphemes per utterance.
Monolingual speakers use only one language.
Morphemes are the smallest meaningful unit of language.
Parentese is a high-pitched, simplified language that adults use to talk to young children.
Pragmatics is the study of the function or meaning of language in context.
Root words are real words and ones from which you can make new words by adding prefixes and suffixes.
Semantics is the meaning of words.
Speech is the oral expression of language.
Syntax is the rules that govern how sentences are formed in a language.
Word families are related words built by using a root word.

Chapter Outline
Communication and Language
Theories of Language Acquisition
Pragmatics
Language Development
Sources of Variation in Language Development
Communication and Language Delays

Recommended Reading
Bardige, B. S., & Segal, M. (2005). Building literacy with love: A guide for teachers and
caregivers of children from birth through age 5. Washington DC: Zero to Three.
Bardige, B. S., & Segal, M. M. (2004). The path to literacy begins in infancy: Building
            literacy with love. Washington, DC: Zero to Three Press.
Garcia, W. J. (2002). Sign with your baby: How to communicate with infants before
            they can speak. Seattle, WA: Northlight Communications.
Golinkoff, R. M., & Hirsh-Pasek, K. (1999). How babies talk: The magic and mystery of language in the first three years of life. New York: Dutton.
Hirsh-Pasek, K., & Golinkoff, R. M. (2003). Einstein never used flash cards: How our children really learn—And why they need to play more and memorize less. Emmaus, PA: Rodale.
Hulit, L. M., & Howard, M. R. (2006). Born to talk: An introduction to speech and language development (4th ed.). Boston: Pearson Education, Inc.
Rosenkoetter, S., & Knapp-Philo, J. (2005). Learning to read the world: Language
            and literacy in the first three years. Washington, DC: Zero to Three.
Singer, D., Golinkoff, R. M., & Hirsh-Pasek, K. (Eds.). (2006). Play Learning: How play
motivates and enhances children’s cognitive and social-emotional growth. New York: Oxford University Press.

Relevant Web Sites
Families and Advocates Partnership for Education (FAPE) is supported by the Office of Special Education Programs out of the PACER Center provides information on the types of assistive technology available for infants and toddlers to help them communicate and how to obtain these. http://www.fape.org/pubs/FAPE-12.pdf

Free Federal Resources for Educational Excellence is a Web site that provides more than 1,500 federally supported teaching and learning resources from dozens of federal agencies. Navigate to the Language Arts: Reading page and find great resources on reading. http://www.free.ed.gov/

International Reading Association (IRA) is a large international organization whose mission is to promote reading and to improve literacy development. It is a great resource for parents, teachers, and early childhood professionals who are interested in learning more about literacy development during the infant and toddler years.
http://www.ira.org/association/index.html

No Child Left Behind (NCLB) Act of 2001 was passed to ensure that all children in the United States receive a high-quality education. You can access this Web site maintained by the U.S. Department of Education to find detailed information about NCLB, including policies, programs, research, statistics, grants, and much more. http://www.ed.gov/nclb/landing.jhtml?src=ln

The American Speech-Language and Hearing Association (ASHA) has a Web site that provides information about and resources for speech, hearing, and communication. http://www.asha.org/

The British Broadcasting Company provides information about infants and toddlers as well as music and poetry readings for young children. Their parenting section is particularly good. http://www.bbc.co.uk/home/d/

The National Child Care Information Center has a lot of helpful information about literacy. http://nccic.org

The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) collects, analyzes, synthesizes, and disseminates information about language instruction educational programs for English-language learners and related programs. It is funded by the U.S. Department of Education’s Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA) under Title III of the No Child Left Behind Act of 2001. http://www.ncela.gwu.edu/

The National Institute on Deafness and Other Communication Disorders (NIDCD) is mandated to conduct and support biomedical and behavioral research and research training in the normal and disordered processes of hearing, balance, smell, taste, voice, speech, and language. NIDCD also conducts and supports research and research training related to disease prevention and health promotion; addresses special biomedical and behavioral problems associated with people who have communication impairments or disorders; and supports efforts to create devices that substitute for lost and impaired sensory and communication function. http://www.nidcd.nih.gov/

The Stuttering Foundation is the first and the largest nonprofit charitable organization in the world working toward the prevention and improved treatment of stuttering. It provides free online resources, services and support to those who stutter and their families, as well as support for research into the causes of stuttering.
http://www.stutteringhelp.org/

 

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Communication, Language, and Literacy summary

 

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