At the most basic level microstructures(words, propositions) are being decoded and rep-resented by mental images (Butcher & Kintsch,2003). This is most likely happening quickly, au-tomatically, and in short-term memory.
When the wheels of interpretation turn, and our brains decode the characteristics of words it is different to every individual- whether their mental images are brief... if they have strong severity.. whether our minds are distracted etc.
that readers actually movethrough the text, finding their way, evaluating theaccuracy of the text to see if it fits their personalagenda, and finally arriving at a self-selected loca-tion.
Not only what teachers need to recognize, but every reader and student needs to understand is the concept of comprehension. A process that is personal and requires application of what is already known in addition to interpretation of the text itself.
Our com-plete understanding of phonics, word recognition, spelling, vocabulary, and evenword usage (syntax) is part of our word knowledge.
Syntax! This ties into the concept of each humans differing exposure levels and general alphabetic levels, knowledge of meaning, understanding of patterns & vocabulary. Learning and application of oneself, such as reading and writing reveals the level of word knowledge in themselves. It never stops. Humans are always learning, acquiring knowledge of new words, reading new books, and discovering word knowledge through curiosity! It is really quite beautiful.
The third layer of English orthography is the meaning layer of information. When stu-dents learn that groups of letters can represent meaning directly, they will be much lesspuzzled when encountering unusual spellings. Examples of these units or groups of let-ters are prefixes, suffixes, and Greek and Latin stem
Meaning is learned through exposure, application, and practice. As we grow and expose ourselves to prefixes or suffixes of words we are able to acknowledge familiarity and patterns. Meaning is crucial to understanding what it is we are soaking in and learning about. Humans are naturally problem solvers, our own meaning schema of all things is always evolving.
Even more words areacquired when they are explicitly examined to discover the orthographic relationshipsamong words—their sounds, spelling patterns, and meanings
The whole concept of language being raw, kids establish and produce sentences they've never heard before, as humans we are expanding everyday. We strengthen our own literacy braids naturally, and add to our own orthography throughout our entire lives.
irst,itisimportanttorecognize thatinallclassrooms, thepredominantgenre wasexpository discourse,astyle ofspokenorwrittencommunication thatisdesignedto conveyinformation
When addressing the realm of Speech-Langauge Pathology, they take several courses of action to combat any weakness or setback in academics for their clients. Of course this begins with recognizing spoken and written communication to being crucial in academics and coursework but also applying professional speech techniques to implement effective services in every subject. Techniques are even further modified specifically to accommodate the level of deficit of the client.
Analyzing the language demandsof textbooks indicates that itisnot enough simply to be able to read thepassages quickly and accurately (fluently). The reader also tuust be able tocomprehend the words on the page and process t
This is the hammer to the nail. Agreement of students ability to read does not directly equate comprehension of the syntax, application, interpretation, and evaluation. Students need to be able to argue what the text means in general and personally to them. They must become independent learners within themselves, having their own complexity to their comprehension.
Inadditiontoknowing abouttheCCSS,it isimportanttoappreciatethelanguagedemandsofcontemporaryclassroomsandcurricul
Curriculum equates the entirety of the skeleton that is exposed to students yearly, to examine the language demands of the yearly curriculum is to examine what levels of critical thinking are being stimulated and when.
n other words, success with critical thinking tasksrequires robust language development in speaking, listening, reading, and writing
This is so crucial to the entire misconception between critical thinking and the assumption that it is a categorization of problem solving, rather than a realm of speaking, reading, writing, and especially listening.
In sum, thereismuchtobe gained from an exploration of theliterature on later language development, especially for researchers, educators,and other professionals who haveakeen interest in school-age children,adolescents, and young adults andadeep concern for their welfare.
Language across age relates extremely individualistically, the essence of language is affected by all things, especially individuals social, home, and educational environments. With exposure to language, practice, and efficiency comes proficiency... regardless of preconceived notions.
ung adultsaremore aware of thethoughts,feelings,andneedsoftheir co-conversationalists andof theconsequencesoftheirowncommunicative behaviors.Asaresult, they showagreater abilitytoadjustthecontent andstyle oftheir speech accordingly
This is so crucial to studying behavior, language development, and social abstractness in general. Young adults are extremely aware of thoughts and feelings of others, picking up on how to communicate appropriately and with whom through attentiveness.
For most infants, toddlers, andpreschool children, spoken communication is the primary source of inputfor language stimulation. For most school-age children and adolescents,however, written language plays an increasingly important role. Around thethird or fourth grade (ages 8—10 years) a major transition occurs, and students begin to use their reading skills to learn advanced vocabulary, figurative meanings, and complex syntax. The ability to read suddenly frees thechild to acquire a great deal of linguistic and world knowledge independently and to pursue personal interests more readily (Reed, 1986)
I love the summed up timeline of primary language development forms occurring in practice and at what age. Starting from spoken communication, then written language, then reading skills resulting in essentially individualism as we grow.
tisclearthat gaining proficiencyin anL2isaffected by theamountand consistencyofexposuretothe language, the typeand qualityofinstruction offered,motivationtolearn, and frequentopportunitiestousethe newlanguage (Genesee,2004b).
This was the most refreshing sentence to read. It sums up evidence that proficiency equates exposure to language in addition to the factors of instruction quality, motivation, and opportunities. Kept nodding my head. If a child has lots of exposure and practice versus not... then more practice would mean efficiency and proficiency.
5-year-old children routinely produce sentences that contain relative,adverbial, and nominal clauses; clauses embedded within clauses; and infinitives, participles, and gerunds;
I do also think that individual's never really give thought to their timelines of when specifically a sentence containing certain clauses were produced and what age, no one usually really keeps track over things like that.
ome readers may defend their belief that language development iscomplete by the time a child enters kindergarten because their ears tellthem so.
It is true that there is a misconception that the development of language stops at a certain age, it does not.
Mildred Berryapioneerin thestudyoflanguage development,recognized many years ago that language continuestodevelop beyondthepreschool years (
I think language is the most interesting thing to research and examine. It is a realm that is continuously changing as humans do. Beyond, but even before preschool language forms in the brain.
Literacy development does not take place in just the Language Arts classroom. It is a shared responsibility among all educators.
Building the concept of literacy is necessary in all classrooms and is not only the responsibility of a Language arts teacher but all teachers