UO CDS 450 Final Exam (Chapters
7, 8, 9) with Complete Questions
and Correct Answers
literacy skills - ANSWER - Specific knowledge needed for reading and writing,
including phonemic/phonological awareness; print concepts; decoding; word
analysis; sight-word recognition; and spelling, punctuation, or other language
conventions.
what supports learning of literacy skills? - ANSWER - literate household, attending
preschool
contextualized language - ANSWER - grounded in our immediate context- the here
and now
decontextualized language - ANSWER - relies heavily on itself in the construction of
meaning. Begins to emerge during the preschool period.
- fundamental to all learning
when might a child use decontextualized language? - ANSWER - when a child wants
to discuss people, places, objects, and events that are not immediately present
Progression of theory of mind - ANSWER - 1. understanding that people can have
different desires for the same thing
2. the understanding that people can have different beliefs about the same situation
3. understanding that something can be true but someone might not know it to be
true
4. understand false belief
5. understand hidden emotion
6. understand sarcasm
,Sarcasm - ANSWER - nonliteral type of language in which the meaning of a
speaker's words is the opposite of the literal interpretation
sentential complements - ANSWER - structures that represent a person's speech or
mental state (main clause + verb of communication)
- ex: to say, to think, to believe, etc...
- facilitate theory of mind
Why do conversational changes pose a particular challenge for atypically
developing children? - ANSWER - reliance on complex features of language
- opinion exchange/concealment
- shared fantasizing
- teasing, joking, sarcasm
- other nonliteral uses of language
emergent literacy - ANSWER - earliest period of learning about reading and writing
- heavily dependent on oral language abilities
- begin to comprehend written language
metalinguistic ability - ANSWER - the ability to think and talk about language,
supports emergent literacy
What phonological processes might a 4 year old produce? - ANSWER - weak syllable
deletion, cluster reduction
what phonological processes might persist past age 5? - ANSWER - liquid gliding,
stopping
receptive vocabulary - ANSWER - the words a person can understand in spoken or
written words
,reading as a process - ANSWER - oral language builds need of comprehension
- visual + oral + symbolic representation
3 components of emergent literacy - ANSWER - 1. Alphabet Knowledge
2. Print Awareness
3. Phonological Awareness
Alphabet Knowledge - ANSWER - children's knowledge about the letters of the
alphabet
- features/name up upper + lowercase letters
- grapheme = letter
own-name advantage - ANSWER - children learn the letters of their names earlier
than other letters
letter-name pronunciation effect - ANSWER - learn earlier those alphabet letters for
which the name of the letter is in the letter's pronunciation
letter-order hypothesis - ANSWER - letters occurring earlier in the alphabet string
are learned before letters occurring later in the alphabet string
consonant-order hypothesis - ANSWER - letters for which corresponding consonantal
phonemes are learned early in development are learned earlier than letters for
which corresponding consonantal phonemes are learned later
print awareness - ANSWER - children's understanding of the forms and functions of
written language
print conventions - ANSWER - print is organized in specific ways
- read left to right/top to bottom (ENG)
print forms - ANSWER - specific print units - words and letters
, - units have distinct names are are used specifically
part to whole relationship - ANSWER - letters > words > sentences
How to support print awareness? - ANSWER - - refer to print during story time
- adults ask questions and point
Development of Writing - ANSWER - 2yo: imitate writing, early drawing
- scribbling/mock handwriting
- letter like forms/mock letters
- letter strings
- traditional writing
Phonemic Awareness - ANSWER - The ability to hear, identify, and manipulate the
individual sounds, phonemes, in oral language.
- shallow to deep awareness
- detect produce rhymes
shallow phonological awareness - ANSWER - implicit and rudimentary sensitivity to
large units of sound structure (3-5yr)
- segment sentences into words and multisyllabic words into syllables
- detect and produce rhymes
- combine syllable onsets with the remainder of the syllable to produce a word
- detect beginning sound similarities among words
deep phonological awareness - ANSWER - explicit and analytical knowledge of the
smallest phonological segments of speech (phonemes)
- count the number of phonemes in words
- segment words into their constituent phonemes
- manipulate the phonological segments within words
7, 8, 9) with Complete Questions
and Correct Answers
literacy skills - ANSWER - Specific knowledge needed for reading and writing,
including phonemic/phonological awareness; print concepts; decoding; word
analysis; sight-word recognition; and spelling, punctuation, or other language
conventions.
what supports learning of literacy skills? - ANSWER - literate household, attending
preschool
contextualized language - ANSWER - grounded in our immediate context- the here
and now
decontextualized language - ANSWER - relies heavily on itself in the construction of
meaning. Begins to emerge during the preschool period.
- fundamental to all learning
when might a child use decontextualized language? - ANSWER - when a child wants
to discuss people, places, objects, and events that are not immediately present
Progression of theory of mind - ANSWER - 1. understanding that people can have
different desires for the same thing
2. the understanding that people can have different beliefs about the same situation
3. understanding that something can be true but someone might not know it to be
true
4. understand false belief
5. understand hidden emotion
6. understand sarcasm
,Sarcasm - ANSWER - nonliteral type of language in which the meaning of a
speaker's words is the opposite of the literal interpretation
sentential complements - ANSWER - structures that represent a person's speech or
mental state (main clause + verb of communication)
- ex: to say, to think, to believe, etc...
- facilitate theory of mind
Why do conversational changes pose a particular challenge for atypically
developing children? - ANSWER - reliance on complex features of language
- opinion exchange/concealment
- shared fantasizing
- teasing, joking, sarcasm
- other nonliteral uses of language
emergent literacy - ANSWER - earliest period of learning about reading and writing
- heavily dependent on oral language abilities
- begin to comprehend written language
metalinguistic ability - ANSWER - the ability to think and talk about language,
supports emergent literacy
What phonological processes might a 4 year old produce? - ANSWER - weak syllable
deletion, cluster reduction
what phonological processes might persist past age 5? - ANSWER - liquid gliding,
stopping
receptive vocabulary - ANSWER - the words a person can understand in spoken or
written words
,reading as a process - ANSWER - oral language builds need of comprehension
- visual + oral + symbolic representation
3 components of emergent literacy - ANSWER - 1. Alphabet Knowledge
2. Print Awareness
3. Phonological Awareness
Alphabet Knowledge - ANSWER - children's knowledge about the letters of the
alphabet
- features/name up upper + lowercase letters
- grapheme = letter
own-name advantage - ANSWER - children learn the letters of their names earlier
than other letters
letter-name pronunciation effect - ANSWER - learn earlier those alphabet letters for
which the name of the letter is in the letter's pronunciation
letter-order hypothesis - ANSWER - letters occurring earlier in the alphabet string
are learned before letters occurring later in the alphabet string
consonant-order hypothesis - ANSWER - letters for which corresponding consonantal
phonemes are learned early in development are learned earlier than letters for
which corresponding consonantal phonemes are learned later
print awareness - ANSWER - children's understanding of the forms and functions of
written language
print conventions - ANSWER - print is organized in specific ways
- read left to right/top to bottom (ENG)
print forms - ANSWER - specific print units - words and letters
, - units have distinct names are are used specifically
part to whole relationship - ANSWER - letters > words > sentences
How to support print awareness? - ANSWER - - refer to print during story time
- adults ask questions and point
Development of Writing - ANSWER - 2yo: imitate writing, early drawing
- scribbling/mock handwriting
- letter like forms/mock letters
- letter strings
- traditional writing
Phonemic Awareness - ANSWER - The ability to hear, identify, and manipulate the
individual sounds, phonemes, in oral language.
- shallow to deep awareness
- detect produce rhymes
shallow phonological awareness - ANSWER - implicit and rudimentary sensitivity to
large units of sound structure (3-5yr)
- segment sentences into words and multisyllabic words into syllables
- detect and produce rhymes
- combine syllable onsets with the remainder of the syllable to produce a word
- detect beginning sound similarities among words
deep phonological awareness - ANSWER - explicit and analytical knowledge of the
smallest phonological segments of speech (phonemes)
- count the number of phonemes in words
- segment words into their constituent phonemes
- manipulate the phonological segments within words
