Chapter 13.
The Yellow Team.
Bethani Ussery,
Katie Wilson,
Brook Journagan,
Hibba Ihmeidan,
Ella Swift,
Judi Monroe
Chapter 13 Facts
1. Considering the basics of development can aid clinicians in diagnosing and treating language and speech problems.
2. The term evaluate implies that some comparison will be made between a child's language performance and some ideal performance.
3. A standardized test is one for which performance norms have been calculated by averaging the scores of a large cross-section of children.
4. Problems with standardized testing include:
- Definite statements made by clinicians, after scoring a standardized test, cannot be applied to language behavior that was not on the test.
- A sample of white, middle-to-upper class children in Northern or Midwestern cities were used to calculate a "norm." This may not represent the actual students taking the tests.
- Assumptions are made that the children's performance on the test is their best language performance.
5. Children's performances on these tests are probably not their best because they have never been in this situation before, they are with a complete stranger, and they don't know what to expect or do.
6. Children who score low on these tests are normally separated from the children who score well. This is not healthy because the less well-developed children could benefit greatly of exposure to the well-developed language in their peers.
7. Clinicians should be familiar enough with dialects to tell the difference between dialect-appropriate speech that is different from Standard English and errors that need therapy.
8. Ways to supplement test scores:
- Interview parents and child.
- Incorporate data from other settings in which the child speaks and listens.
- Listen to tape-recorded data from home situations.
- Transcribe everything that is heard for repeated listening.
9. Normal learning strategies should be incorporated into the therapy situations whenever possible.
10. Children learn the most about speech by speaking and listening in ordinary interactive conversations.
Quiz Questions
1. True or False: A syntactic problem and a problem in the use of inflectional ending require different approaches.
2. Trying to teach a child to talk in the same way you would try to teach a bird to talk is what type of reinforcement?
- Mimetic
- Positive
- Imitation
- Simple
3. If there is to be carry-over from language therapy to real life situations, children must master _________ learning strategies.
- Rule-imposed
- Rule-deduction
- Rule-reinforced
- None of these
4. True or False: All children with communication problems can learn to speak through the methods their normal peers use.
Data Stamp
"Bethani J. Ussery"
Sent Monday, April 25, 2005 2:04 pm
To fbowles@uark.edu
Subject ch. 13 information
Planet TELKK.
Chapter 11
Kerry Mitchell-Cyber Citer ,
Tim Merrill-Discussion Director,
Emily Wiechman-Quiz Questor,
Katy McLeod-Word Wizard,
Lisa Petry-Fact Formulator
Summary
Chapter 11 discusses language diversity. This chapter also discusses how social class and dialects makes a difference in language use. This chapter also explains how different groups that speak English also have recognizable differences in their speech. We learned that children learn language at their own rate and own style.
FACTS
-expressive children focus on personal relations and feelings
-referential children focus on objects
-social class is a powerful determinant of language use
-dialects reflect consistent and recognizable differences
-middle class parents teach children to use language to avoid and settle conflicts
-standard English is the form of speech described in old-fashioned grammar books
-dialects are usually associated with geographical areas
-elaborate sentences use large numbers of adjectives, dependent noun phrases and clauses, and complex embedded structures
Terms
Nonstandard dialects of English: There is some consistent and recognizable way in which ethnic minority groups speech is different from the speech of middle-class whites.
Standard English: "proper" or "correct" English.
Bidialectual Instruction: Teaching children grammar or both their native dialect and standard English in the early grades.
Elaborated Sentence: One that puts two or three ideas (each of which could be a simple sentence) into one sentence.
Quiz Questions
Speech that is consistently and recognizably different from the speech of middle class whites is called _____ _______.
**NONSTANDARD DIALECT**
Teaching children grammar of both their native dialect and standard English in the early grades is called?
**BIDIALECTUAL INSTRUCTION**
A(n) _____ ______ is one that puts 2 or 3 ideas into one sentence.
**ELABORATED SENTENCE**
T or F: Dialects reflect differences in language use.
TRUE
T of F. Possession such as "Joe's pencil" is an example of a syntactic feature.
TRUE
Data Stamp
From klm01
Sent Saturday, April 9, 2005 11:40 am
To fbowles@uark.edu
Subject ch.11
Pink Ladies
Chapter 12
Cyber Citer: Katie Brothers,
Discussion Director: Kara Morehart,
Fact Formulator: Lauren Ellis,
Quiz Questor: Sarah Clinton,
Word Wizard: Jennifer Hansen.
Summary
We discussed several topics from Chapters 11 and 12. From Chapter 12 we talked about whether or not teaching grammar is effective for improving communication skills. We also talked about the differences between implicit and explicit knowledge of grammar. We also discussed how children learn to communicate through communicating.
Facts
 Form and function in speaking are interdependent
A teacher's strongest teaching tool is modeling, being the kind of communicator you want students to become.
Children learn communication skills by communicating
Teaching Pragmatics: Situations
- Participants
- Setting
- Sequence
- Cultural Conventions
Teaching Pragmatics: Function
- Informing
- Persuading
- Speech Play
- Metacommunication
Vocabulary
Implicit knowledge-children use grammatical forms but do not know that they are following rules.
Explicit knowledge-children knowing what they actually know
Participants- how communication is affected by the people who are
interacting ex. Role-playing
Setting- how communication is affected by the place in which it
occurs ex. Context as aid
Sequence- how communication is affected by what is said before and
what is likely to be said next ex. Teacher as model
Cultural conventions- how communication is affected by cultural
beliefs ex. New place
Informing- passing new information from one communicator to another, for examples,
demonstrations
Persuading- sending and receiving messages to change others'
attitudes ex. Scarce resources
Speech play- the speech of children during play activities
ex. Restaurant
Metacommunication-giving information about messages that are being
conveyed ex. Grammar games
Questions
1. What is the difference between implicit and explicit knowledge?
Implicit is when grammatical forms are used but students do not know they are following rules. Explicit knowledge is what students know they know.
2. T/F Form and function in speaking are interdependent.
True
3. When dealing with teaching pragmatics on the basis of situation what are the four areas to consider?
Participants, Setting, Sequence, Cultural Conventions
4. T/F Effective communication education rarely can grow from a set of preplanned textbooks or prewritten lesson plans.
True
5. How do children learn to communicate?
Through communicating
Data Stamp
From mbrothe
Sent Thursday, April 7, 2005 2:50 pm
To fbowles@uark.edu
Subject ch.12
*This is the next step toward THE One World Language.
Step Sixteen: *Your dangling participle injected with botox.
Planet Gnosis is ruled by Freddie A. Bowles, a professional educator and fellow at the Department of Curriculum and Instruction, the University of Arkansas at Fayetteville. An independent entity in the CornDancer consortium of planets, Planet Gnosis is dedicated to the exploration of education and teaching. CornDancer is a developmental website for the mind and spirit maintained by webmistress Freddie A. Bowles of the Planet Earth. Submissions are invited.
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