Child Language Acquisition

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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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