Child Language Acquisition
- Created by: Katharine Lewis
- Created on: 25-02-13 11:45
G | G | T | O | N | I | L | K | J | D | X | B | C | U | N | O | P | P | X | U | C |
N | R | T | E | I | O | Y | E | Q | S | C | M | X | F | O | K | H | O | L | N | L |
O | A | F | M | B | K | D | N | V | E | H | Q | D | S | I | V | O | S | E | S | L |
I | P | G | E | P | X | W | U | W | J | I | F | E | J | S | C | N | T | C | J | J |
T | H | D | H | K | Q | V | K | E | G | L | A | S | E | E | M | E | T | N | Q | C |
A | A | G | P | P | W | E | V | G | H | D | U | C | N | H | W | T | E | E | T | W |
S | P | O | A | H | L | Y | P | O | E | D | D | E | M | O | N | I | L | N | R | W |
I | H | O | R | K | P | I | M | C | H | I | B | N | N | C | Y | C | E | E | R | S |
L | O | X | G | E | X | O | J | E | D | R | D | D | S | E | M | E | G | M | S | Y |
A | N | M | R | G | B | K | E | N | O | E | S | E | D | G | R | X | R | R | V | D |
R | I | X | E | T | S | U | Y | T | R | C | D | R | V | A | T | P | A | E | J | O |
E | C | E | D | X | H | Y | H | R | J | T | Y | G | Y | M | D | A | P | P | F | M |
N | C | E | N | W | S | F | G | I | F | E | A | R | X | I | J | N | H | T | I | Q |
E | U | J | E | Y | C | B | R | C | A | D | X | A | Y | T | X | S | I | C | F | N |
G | E | T | C | L | A | L | X | S | I | S | F | P | C | X | B | I | C | E | E | B |
R | S | C | S | F | P | H | A | P | A | P | O | H | U | E | A | O | S | J | P | L |
E | Q | B | A | I | W | S | H | E | G | E | Y | E | E | T | F | N | T | B | I | A |
V | Q | G | F | G | C | S | E | E | Q | E | B | M | O | A | Y | C | A | O | A | F |
O | E | C | J | D | C | Y | B | C | B | C | P | E | L | J | I | A | G | Q | N | T |
I | P | V | L | F | G | B | O | H | G | H | W | B | D | I | P | W | E | S | B | B |
Q | M | M | A | Q | L | I | P | K | A | E | M | F | B | X | G | P | B | Y | B | B |
Clues
- A childs extension of a grammatical rule beyond its nomal use (e.g. 'I runned fast') (18)
- Looking at the shape of words and linking them to familiar graphemes (12, 4)
- Speech patterns used by parents or care givers when communicating with with children (usually involves simplified vocabulary, repetitive questioning, slow tempo and melodic pitch) (5, 8, 6)
- The awareness that objects continue to exist even when they are not visible (6, 10)
- The fourth stage of grammatical development - Increasing awareness of grammatical rules and irregularities (4, 11, 5)
- The variety of sounds produced increases (8, 9)
- Where no listeners is directly addressed and the talk is focused on the child's activities (e.g. talking to themselves) (10, 6)
- Where part of a letter goes above the usual height of letters (e.g. 'h') (8, 8)
- Where part of letter goes below the baseline (e.g. 'g' or 'p') (9, 8)
- Where the image reflects the text (4, 5, 8)
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