CLA

  • Created by: marshabi
  • Created on: 06-12-17 21:34
Chomsky (1959)
LAD; able to learn language from what we hear around us; universal grammar - kids can say complex phrases without hearing them before
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Piaget (1926)
Language follows understanding; children learn schemas; egocentricity and object permanence;
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Sensorimotor Stage (Birth - 2yrs)
Birth - 2 years; object permanence being achieved; forming mental representations/schemas
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Preoperational Stage (2-7yrs)
2 - 7 years; symbolic thinking; thinking is egocentric; can't take viewpoints of others
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Concrete Operational Stage (7-11yrs)
7 - 11 years; major turning point; logical/operational thinking; work things out in their head; quantity stays the same even if appearance changes
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Formal Operational Stage (11yrs+)
11 years - adulthood; think about abstract concepts; logically test hypotheses
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Skinner (1957)
Language is a learned behaviour; positive and negative reinforcement; children's brain is a tabula rasa reading for learning through interaction
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Vygotsky (1978)
Language can precede thought; importance of MKO; ZPD; inner speech
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Bruner (1983)
LASS; child and adult interactions are important; CDS is important
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Tomasella (2003)
Slot and frame; usage based model
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Shirley Brice Heath
3 towns, diff in social class; middle class had a literacy rich environment; lower classes practiced oral story telling; middle class performed better in schools bc they met the school's expectations
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Rothery's 4 Genres
Observation (from the environment, encouraged to evaluate); Recount (chronological event, orientation, event, reorientation); Report (factual); Narrative (orientation, complication, resolution, coda)
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Abbot's Metaphors (1999)
Children in linear/rule based methods are like battery chickens; children in creative methods are like free range chickens
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Rule Based Model
A child understand the rules of language so they can progress rapidly in their writing development, producing writing for different purposes and audience
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Creative Model
Children are allowed to experiment with language, trial and error, less afraid to make mistakes in their writing
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Spelling
Insertion; omission; substitution; transposition; phonetic spelling; over generalisation; salient sounds
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Kroll's Preparatory Stage (18mths)
18 months; develop the basic motor skills, basics of the spelling system are learned
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Kroll's Consolidation Stage (6-8yrs)
6 - 8 years; write the same way they speak, colloquialisms; short declaratives; not sure how to end a sentence; express ideas in basic sentences with little punctuation
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Kroll's Differentiation Stage (8-mid teens)
8 - mid teens; difference between spoken and written language; understanding different genres; structure their work; complex grammar; punctuation is more consistent and accurate
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Kroll's Integration Stage (mid teens - adult)
Mid teens - adulthood; writing becomes more accurate; wider vocab and accurate spelling; style changes for different audiences; develops a personal writing style
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Gentry's Precommunicative Stage (1)
Imitates writing by scribbling; symbols have meaning; some letter shapes; no sound-symbol conenctions
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Gentry's Semiphonetic Stage (2)
Links letters to sounds; shows boundary awareness and how words are written on a page
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Gentry's Phonetic Stage (3)
Understands that phonemes can be shown by graphemes; makes sound-symbolic connections; has sight vocabulary
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Gentry's Transitional Stage (4)
Combines phonetic sounds with visual awareness of letters and letter patterns
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Gentry's Correct Stage (5)
Knowledge of the spelling system; mostly correct spelling; spell using large sight vocabulary
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Chall's Stage 0 (6yrs)
Growth in language; control of words and syntax; knowledge of printing; pre-reading knowledge
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Chall's Stage 1 (Year 1&2)
Children learn the alphabet & the sounds each letter has; general understanding of spelling-sound system; direct teaching of decoding accelerates
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Chall's Stage 2 (Year 2&3)
Learn complex phonics and words; oral reading becomes fluent
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Chall's Stage 3 A (Year 4-6)
Vocab; background knowledge is still limited; only 1 viewpoint
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Chall's Stage 3 B (Year 7-9)
Different viewpoints, begin to analyse and criticise
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Chall's Stage 4 (Year 9-13)
Kids deal with more than 1 viewpoint; dealing with facts and how to acquire new points of view; study skills; practice efficient reading
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Chall's Stage 5 (18yrs+)
Readers read in detail and completeness; selest materials that serve their purpose; analyse, synthesise, make suggestions; reading is constructive
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Pick, Unze, Brownell, Drozdal and Hopmann
Words with 3+ letters were considered words but must be recognised
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Other cards in this set

Card 2

Front

Language follows understanding; children learn schemas; egocentricity and object permanence;

Back

Piaget (1926)

Card 3

Front

Birth - 2 years; object permanence being achieved; forming mental representations/schemas

Back

Preview of the back of card 3

Card 4

Front

2 - 7 years; symbolic thinking; thinking is egocentric; can't take viewpoints of others

Back

Preview of the back of card 4

Card 5

Front

7 - 11 years; major turning point; logical/operational thinking; work things out in their head; quantity stays the same even if appearance changes

Back

Preview of the back of card 5
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