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| The grammar of a language |
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| The study of the sounds of a language |
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| The study of the meaning of words |
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| The rules that guide how we use language in social situations |
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| The smallest unit in a language that has meaning |
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| The smallest distinct sound in a particular lanuage that signals diferences between words |
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| A theory of language development that hypothesizes that human brains are innately wired to learn language and that hearing spoken language triggers the activation of a universal grammar |
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| A hypothesized set of grammatical rules and constraints proposed by chrornsky that is thought to underlie all languages and that is hardwired in the human brain |
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| A type of grammatical error in which children apply a language rule to words that dont follow that rule or pattern (for ex: adding an s to make the plural of a word like food) |
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| A theory of language development that proposes that the childs biological readiness to learn language interacts with the childs experiences with language in the environment to bring about the childs language development |
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| To faciliate language learning adults often repeat what children say nut put if into more advacnes grammar |
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| Cognitive processing thoery |
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| The theory that leaning language is process of "data crunching" in which the actual process of leanrin words and their meaning relies on the computational ability of the human brain |
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| The part of the brain that is involved in the physical production of speech |
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| The part of the brain that has to do with understanding the meaning in speech |
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| the ability to understand words or sentences |
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| the written or spoken language that we use to convey our thoughts, emotions, or needs |
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| Speech that is tailored to fit the sensor and cognitive capablities of infants and children so that it holds their attention; includes speaking in a higher pitch with exaggerated intonation and a singson rhythm and using a simplified vocabulary |
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| The rapid growth of a child's vocabulary that often occurs in the second year |
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| Assumptions that language learners make that limit the alternative meanings that they attribute to new words |
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| An assumption made by language learners that a word describes an entire object, rather than just some portion of it. |
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| Mutual exclusivity constraint |
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| An assumption made by language learners that there is one (and only one) name for an object |
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| An assumption language learners make that tow objects that hoave features in commin can have a name in common, but that each object also can have its own individual name |
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| A process by which children apply constraints and their knowledge of grammar to learn new words very quickly, often after a single exposure |
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| The use of syntax to learn the meaning of new words (semantics) |
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| The use of conceptual categories to creat grammatical categories |
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| A stage in language development in which children only use the words necessary to get their point across and omit small words that are not necessary (ex: go up) |
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| A limitation of young children's communication due to their inability to take the perspective of other people into account |
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| A technique used to facilitate early literacy, which involves an adult and a child looking at a book together while the adult asks questions and encourages a dialogue, followed by switching roles so the child asks questions of the adult |
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| The set of skills that develop before children begin formal reading instruction, which privide the foundation for later academic skills |
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| learning to recognize the letters of the alphabet and the sounds associated with them |
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| The ability to think about and talk about language |
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| Phonics (or basic skills) approach |
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Definition
| An approach to teaching reading starts with basic elements like letters and phonemes and teaches children that phonemes can be combined into words before moving on to reading as a whole |
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| Whole language instruction |
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| a way to teach reading that emphasizes understanding the meand of word from the context in which they appear |
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| Balanced reading approach |
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| An approach to teaching reading that combines elements of the whole language approach (which emphasizes comprehension and meaning) with elements of the phonics approach (which emphasizes decoding of words) |
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| A style of writing (typical of younger children) in which the writer proceeds with little or no evidence of planning or organization of ideas, with the goal of telling as mauch as he knows about a topic |
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| A style of writing (typical of older children & adolescents) in which the goal is to convey a deeper understanding of a subject by taking inforamtaion and transforing it into ideas tha can be shared with a reader so that the reader understands and learns from those ideas |
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| prgrams for english language learners in which the students are taught academic subjects in english, with teachers tailoring the language they use to the current talnuage level of their students |
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| Transitional bilingual education programs |
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| programs for english language learners in which students receive some instrution in their native lanuage while they also receice concentrated instruction in learing english |
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| Developmental bilingual programs |
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Definition
| Programs for english language learners in which students initally receive instruction in core subjects in their native language and recieve instruction in art, physical education, and music in english until they have the laguage skills to be instructed in the core subjects in english |
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Definition
| Programs in which children who are native speakers of english and children who are not work together in a classroom where both english and the children's other native languages are used |
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| Expressive language disorder |
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Definition
| A disorder involving a limited vocabulary and difficulty using tense corretly, recalling words, or producing sentences of the length and cpmlexity that would be expected of a child of that age |
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| A language disorder in which the child has difficulty with producing sounds or using sounds correctly |
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| Receptive- expressive language disorder |
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| A disorder in which a child has difficulty with both expressive language (using words and language) and receptiv language (understanding words and sentences) |
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| A pervasive developmental disorder at the mild end of the autism spectrum, marked by a relatively high level of functions but repetitive routines, inappropiate social and emotional begavior, and uncorrdinated motor movements |
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| A condition often seen in autistic children in which they repeat what has been said to them instead of responding appropriately |
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| A group of conditions ranging from sever (autistic disorder) to mild (asperger's disorder) and characterizes by pervasive impairment in thinking, feeling, language, and the ability to relate to others |
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| A learning disability in which individiuals have difficulty distinguishing or separting the sounds in spoken words, creating problems with spelling and reading |
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| A learning disability characterized by difficulties with writing, including trouble with spelling, handwriting, or expressing thoughts on paper |
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| All the associations and interpretations that an individual connects to a certain emotion |
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| The general emotional style an individual displays in responding to events |
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| How well a child's temperamental characteristics match with the demands of the environment |
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| An emotional bond to a particular person |
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| The idea that human behavior is determined by the motication to satisfy or reduce the discomfort caused by biological needs or drives |
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| In psychoanalytic theory, the direction of someone's emotional energy to a particular person or object |
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| Birth- 6 wks sensory preferences bring infants into close connection with parents |
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| 6 wks- 6/8 monthes infants develop stranger anxiety, differentationg those they know from those they dont |
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| 6/8 monthes- 18monthes/2years infant develops separations anxiety when a person he is attched to leaves him |
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| Goal-corrected partnership |
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| 18 monthes and on when toddlers create reciprolcal relations ships with their mothers |
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| The expectation that a child develops that distress will or will not be met with care, concern, and support |
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| REactive attachment disorder |
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| a disorder markered by inablity to form attachements to caregivers |
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