3200 Chapter 7

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Oct 30, 2023

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Hannah Kalehuawehe Chapter 7 Review 1. Explain the difference between contextualized and decontextualized language? Provide specific examples of both. Contextualized language is when a child is talking about or referring to something or someone that is currently present. For example, if a child is petting a dog, they might say “furry” referring to the dog that they are petting. Contextualized language relies on the immediate context to convey meaning and may not be easily understood without knowledge of the circumstances. Decontextualized language is when a child is talking about something not currently present. For example, they might refer to something they did in the past like, “We went to the store.” Decontextualized language can stand alone and does not rely on the immediate situation for understanding. 2. What is the difference between print awareness and phonological awareness? Provide specific examples of both. Print awareness is a child’s comprehension of the structures and roles of written language. Some examples of print awareness are a child who recognizes book titles or that words are read from left to right. Phonological awareness refers to a child’s ability to discern sound components within speech, such as phonemes, syllables, and words. One example of phonological awareness is a child can identify that cat and bat share the same ending sound /at/. Another example is noticing that the word “cupcake” is two difference syllables. 3. How do preschoolers refine their knowledge of unknown words? Explain. Preschoolers refine their knowledge of unknown words through a process called slow mapping. They can refine their knowledge with several exposures to the word in many different contexts. E. Dale describes it as a four-stage process. In stage 1, children have no knowledge of the word. In stage 2 (emergent knowledge), children may have heard of the word before, but don’t know what it means. In stage 3 (contextual knowledge), a child may relate it to something else that they know. In stage 4, children have full knowledge of the word. 4. Briefly describe the four hypotheses that characterize the order in which preschoolers learn the names of letters in the alphabet. The first hypothesis is own-name advantage which means children tend to acquire knowledge of the letters in their name before mastering other letters of the alphabet. The second is letter-name pronunciation effect. This means that children tend to learn alphabet letters that incorporate the letter’s name in its pronunciation earlier than those that do not. An example is that children might learn the letter “B” before the letter “X”.

The third hypothesis is letter-order hypothesis. This means children tend to grasp letters at the beginning of the alphabet sequence (A, B, C) before they learn letters that appear later (X, Y, Z). Last is the consonant-order hypothesis. Children typically acquire knowledge of letters associated with consonantal phonemes learned earlier in their development before phonemes that are acquired later. 5. What is the effect of an expressive reading style when it is used with preschoolers? Preschoolers better comprehend stories when they are read with an expressive style. This means that an adult uses a variation in style, pitch, tone, volume, and pace when they read aloud. 6. Why do you think the telephone intervention described in the Theory to Practice section helped develop children’s narrative skills? I think the telephone intervention helped develop children’s narrative skills because they are having to rely solely on their words and expressive language to communicate. When on the phone, children can’t rely on other social cues like facial expressions or gestures. They could still use these cues while on the phone, but it wouldn’t help them communicate any better to the person on the receiving end. It forces children to use more explicit descriptions and more elaboration of the events.

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