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SPA 3004 Chapter 7_Module 8_ Preschool.
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SPA 3004 Chapter 7/Module 8: PreschoolPreschool Period - correct answer-(M8/Ch7: 2-5)
3-5 years.
- some kids first structured learning environment-classroom setting. May be first significant
exposure to english in immigrant families.
-46% 3-4 in preschool, 37% poverty, 55% above pov.
- Not all programs have high-quality education.
- States vary in preschool programs. FL one of highest rates.
Preschool Development - correct answer-(M8/Ch7: 6)
- Preschoolers explore environments:
1) gross & fine motor movements fairly well developed.
2) Kids increasingly independent
3) Often become increasingly social with peers- lots of 1st time interactions, more linguistics
allow for interactions.
Decontextualized Language - correct answer-(M8/Ch7: 7)
- Discussion of something not immediately present. 1) refer to person or object not in room,
past or future event, recall stories from past experiences.
- Relies on a more specific & highly developed vocab.
- Important for adult-like interactions.
Emergent Literacy
Reading Comp.
Oral language comp.
Decoding Skills
Metalinguistic - correct answer-(M8/Ch7: 8)
- Children begin the explore printed texts & make associations between print & reading.
- Simple view of reading:
1) RC=D+LC - Reading comprehension= decoding skills + Oral language comprehension.
- Decoding- sounding out or looking at the letters to figure it out (THE is the).
- Oral lang. comp- understanding what language means( "go sit down" command sit)
- Metalinguistic abilities emerge- using language to look at language. realizing language is
important.
Metalinguistic - correct answer-- using language to look at language. realizing language is
important. (M8/Ch7: 8)
Alphabet Knowledge - correct answer-(M8/Ch7: 9)
- Kids learn letter names & letter sounds. Begin to identify these with in words
- Alphabet Learning Hypothesis
1) Own- Name Advantage: will learn letters in name before others b/c important to them.
2) Letter- Name Pronunciation Effect: sound of letter similar, easier to learn 'b-buh'
, 3) Letter-Order Hypothesis: learn earlier alphabet letters first. More exposure to earlier
letters.
4) Consonant- Order Hypothesis: production development, B&M sounds develop first, so will
learn those letters first.
** Alphabet Knowledge one of the best predictors of later reading- not just age but ability
once you get there.
Alphabet Learning Hypothesis - correct answer-(M8/Ch7: 9) (see Alphabet Knowledge)
- how learning letter names & sounds
Print Awareness - correct answer-(M8/Ch7: 9)(book 239-42) - How aware are you of print?
- Includes a variety of metalinguistic achievements:
1) Print Interest: I find it interesting, that's a "j"
2) Print Functions: print gives meaning to this
3) Print Conventions: print follows certain rules
4) Print Forms: get words, letters(have names & relate, used in certain ways)
5) Print part-to-whole relationships: arrange letters to say 'pat' or 'apt', parts to whole that
can be organized certain ways.
- These skills should be explicitly taught.
- Print Referencing: referencing print b/c it' telling you something is a skill & be explicitly
taught to look at print (17x), point out letters( 22 x).
Phonological Awareness - correct answer-(M8/Ch7: 11) -
- Metalinguistic ability to recognize & manipulate sounds- within words- what you
hear(sounds).
1) develops from large units (word & syllable level) to smaller units (phoneme level).
2) Moves from a swallow to deep level from early preschool thru elementary school.
- *** Preschool- level alphabet knowledge & phonological awareness, combined, are very
strong predictors of 1st grade reading ability- (a lot of tests focus on P.A.)
Phonological Awareness Skills - correct answer-(M8/Ch7: 12) (book pg 242)
1) Word Awareness: Shallow: segment sentence into words
2) Syllable Awareness: Shallow: words with multiple syllables, segment the syllables.
3) Rhyme Awareness: Shallow: kid can tell words rhyme or can produce rhyming words.
4) Onset Awareness: Shallow: segment the beginning sound from the rest of the syllable
(P/at). blends beginning sound with rest of syllable.
5) Phoneme Identity: Shallow: Identify sounds at the beginning of the word & end of word;
identifies words that start with the same sound.
6) Phoneme Blending: Deep: Blends phonemes to make a word.
7) Phoneme Segmentation: Deep: segments words into phonemes (opposite of blending)
8) Phoneme Counting: Deep: Identifies the number of phonemes in a word.
9) Phoneme Manipulation: Deep: deletes, adds, & rearranges phonemes in a word.
- ***These skills are very important for reading b/c do a lot of these things when reading.
Really targeted in kids with disorders.
Speech Production
"Achievements"
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