Syntactical skills in preschoolers Age 2-3: move from telegraphic speech to more complicated sentences Syntactical errors such as “I runned” aren’t really errors—show knowledge of usual grammatical rules. Just overgeneralized. Age 5-6: start to use syntax more correctly; vocabulary increases dramatically.
Talking done by parents The more parents talk to their children, the greater the children’s vocabulary growth (Huttenlocher et al., 1991) SES is linked to quantity of talk by parents (Hartley & Risley, 1995). More complex sentences spoken by parents correlated with greater syntactic complexity in children
Advances in Pragmatics Age 3-4: children can talk about things/people who aren’t physically present—called “displacement” Age 4: become sensitive to others’ needs in conversation; use “a/an” and “the” correctly Age 4-5: change style of speech depending on audience
Development of Literacy How quickly child learns to read depends on his “print-related interactions” (exposure to books; being read to) Mom’s education level related to how many books are in the home Single-parent and welfare families have fewer books in the home Reading to children more than 3 times a week better language skills
Stages of reading (Chall, 1979) Stage 0: Birth to 1 st grade; master of prerequisites to reading Stage 1: 1 st and 2 nd grade; most learn to read Stage 2: 2 nd -3 rd grade; more fluent at reading, but reading not used much for learning Stage 3: 4 th -8 th grade; can read to learn Stage 4: High school; fully competent readers
Whole-language approach Stresses that reading instruction should parallel children’s natural language learning Reading materials should be “whole and meaningful” and in their whole forms (whole stories & poems, not fragments) Reading should be integrated with other subjects, such as history & science Beginning readers are taught to recognize whole words or even entire sentences, not phonics.
Basic skills-and-phonics approach Emphasizes that reading instruction should teach phonics and its basic rules for translating written symbols into sounds. Early reading instruction should involve simplified materials. Only after child has mastery of basic phonics should he be allowed harder material to read.
Which approach is better? National Reading Panel (2000) strongly supports phonics approach over whole language. If kids don’t learn basic phonological skills early in school, they’re unlikely to ever have the ability to automatically decode words; reading comprehension will suffer. Phonics training is best done in small groups instead of with the whole class.
Vocabulary development and reading comprehension Good vocabulary is linked to reading comprehension in 2 nd grade. Teachers who require students to read a lot for homework (11 pages or more daily) have students who are more proficient in reading.
Writing skills 2-3 years: early scribbles Age 4: most can write their name Age 5: can copy short words Reversing letters (b and d) are common mistakes until early elementary school and do not predict literacy problems. Children often spell phonetically; these misspellings should not be criticized.