Preview

spink final paper

Powerful Essays
Open Document
Open Document
3919 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
spink final paper
DaAs I move into my practicum one placement next semester, it is important for me to understand the roots of reading and writing for when I must teach them to students. Though I would prefer to teach a class between third and fifth grades, chances are great that as a first year teacher, I will end up accepting just about anything that is available from kindergarten to sixth grade. As such, a firm understanding in the universal stages of speech, reading, and writing is pivotal to my success as an educator. As such, I have already learned quite a bit, but I am ever learning more on how the initial stages of reading actually apply to verbal language acquisition as well.
As children learn to talk, it is important to realize that speech acquisition comes in stages. Though we would love to imagine that we do, it is seldom the case that parents rarely teach their children oral language skills (Honig, 582). Instead they start out by exploring what noises they are capable of making (Owacki, 50). An infant starts out by making noises and exploring their ever expanding ability to make noise. Then as they grow a little older, they learn that their vocalizations can have an impact, be it for attention, fun, fear, or communication. As the child’s skill and comprehension increase, they begin to communicate by not random noises, but as single words. These single words may have different gestures and tones that are used for many different meanings. As they learn new words, they begin to connect them in the two-word stage. These mini-sentences can have large meanings, or small. They may only use two words, but they can contain a full sentence in them. For example, “doggy bark” means that the dog is barking, or the dog was barking, or that they want the dog to bark. After this, the children start the telegraphic phase of speech in which they are not using functional words such as articles and other grammar inducing words. After this stage, comes the later multi-word stage. At this

You May Also Find These Documents Helpful

  • Powerful Essays

    Frog: Word and Teacher

    • 3283 Words
    • 14 Pages

    I am teaching this lesson because of student interest, teacher interest, and the GA QCC Standard LA.2.23 & LA.3.23 Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.…

    • 3283 Words
    • 14 Pages
    Powerful Essays
  • Better Essays

    As babies hear repetitive words and phrases they use this to start making sounds, to then develop onto saying single words, then putting a few together to make a phrase. They will start to see how conversations are put together by listening to parents and start to try and copy this.…

    • 1691 Words
    • 7 Pages
    Better Essays
  • Better Essays

    Speak two to six or more recognisable words and show that they understand many more- babbling has developed into a much more speech-like form, with increased intonation.…

    • 1637 Words
    • 7 Pages
    Better Essays
  • Good Essays

    Grunwell (1981) suggests that the first six months of productive language development (0.9-1.6 years) is word-based, because of the limited phonetic variants and progressive changes in pronunciation. However, he suggests 1.6-2.0 years is the end of the first stage of speech development, which is co-occurrent with the achievement of an active vocabulary of 50 words. Menn & Vihman (2011) suggest that these early words parallel babbling, in that they are characterised by unmarked elements and structures, such as plosives, nasals and glides; simple vowels and CV structures. This stage of development in a child’s inventory may be characterised as a ‘proto-system’, as the child-forms do not resemble adult words (Grunwell, 1981). However, the child’s early phonetic inventory (table 1) suggests that the child has a basic contrastive system and indicates that their phonological system has commenced, which will see an increase in new words and the emergence of two-word utterances (Grunwell, 1981).…

    • 792 Words
    • 4 Pages
    Good Essays
  • Powerful Essays

    Goswami, U. & Bryant, P. (1994). Phonological Skills and Learning to Read (essays in developmental psychology). East Sussex: Lawrence Erlbaum Associates Ltd..…

    • 1916 Words
    • 8 Pages
    Powerful Essays
  • Satisfactory Essays

    Eymp 5

    • 415 Words
    • 2 Pages

    1.1- Speech is vocalised language. It is usually learnt before the written language. In speech the symbols are not written or signed but are actual spoken language as sounds. Usually from the age of 6 weeks babies will make cooing sounds to show pleasure. They make these sounds as the mouth has not yet fully developed properly. From 6-9 months the baby will babble as if they are practising sounds. By 9-12 months the range of sounds that babies produce becomes more limited and reflects the sound used in the language they are hearing, at around 12 months babies repeatedly use one or more sounds which have a meaning for them. The number of sounds that children will need to learn depends on the language they are hearing. English has over 40 different sounds.…

    • 415 Words
    • 2 Pages
    Satisfactory Essays
  • Satisfactory Essays

    Eymp 2 4

    • 494 Words
    • 2 Pages

    Language is crucial to young children’s development; it is the essential key for learning, for communicating and building relationships with others as well as for enabling children to make sense of the world around them. My role in developing and encouraging language acquisition in children is therefore of the utmost importance.…

    • 494 Words
    • 2 Pages
    Satisfactory Essays
  • Good Essays

    ArticleReflection 1

    • 629 Words
    • 2 Pages

    For many students, phonics instruction begins in Kindergarten. As a child’s cognitive skills enhance in Kindergarten, they begin to develop phonetic skills that they will use in order to begin to read and write. It is highly important that Kindergartners establish a proper foundation in phonics that will help them as their reading and writing skills continue to grow. In addition, as teachers, it is important that we utilize the best teaching strategies in order to help our students comprehend and properly use phonics as they read and write.…

    • 629 Words
    • 2 Pages
    Good Essays
  • Better Essays

    Between the ages of nine to ten months babies begin to make sounds also known as babbling, but at this time these sounds are limited, the noises (babbles) the baby makes are reflecting the language that the baby is hearing from their surroundings. Babies at the age of ten months can also understand at least seventeen or more words. Babies will have learned how to gain an adults attention at this time too, they will do this by pointing and raising their voices. Babies will read facial expression to help them understand further what is being said to them by an adult. Babies start moving on from the babble, onto an extended babble also called ‘Echolalia’ it has no meaning to it, and it is just repetition of sounds made by another person. This is the step…

    • 2440 Words
    • 6 Pages
    Better Essays
  • Good Essays

    -The words and levels of language: we need to adapt language to the child’s abilities and age. When speaking to a baby we would use single words and point to objects so that a toddle familiarise themselves to these words like shoes, chair and car, but as the child gets older we start to use sentences like “would you please wear your shoes?” or “which toys is you favourite?”…

    • 335 Words
    • 2 Pages
    Good Essays
  • Better Essays

    Language acquisition is one of the most fundamental human traits, and it is obviously the brain that undergoes the developmental changes (Sakai, 2005, p. 815-819). During the years of language acquisition, the brain not only stores linguistic information but also adapts to the grammatical regularities of language. Recent advances in functional neuro-imaging have substantially contributed to systems-level analyses of brain development (Sakai, 2005, p. 815-819). Perhaps no aspect of child development is so miraculous and transformative as the development of a child's brain (Brotherson, 2005). Brain development allows a child to develop the abilities to crawl, speak, eat, laugh and walk. Healthy development of a child's brain is built on the small moments that parents and caregivers experience as they interact with a child (Brotherson, 2005).…

    • 2511 Words
    • 11 Pages
    Better Essays
  • Good Essays

    Reduplication In Babies

    • 135 Words
    • 1 Page

    By roughly six months, babies go through a period of babbling, in which they start to build and train their mouth muscles and produce different types of sounds moving from vowel to consonant. However, when producing the first word, it's often not easy to reproduce the second syllable. This is what is known as reduplication. For example, "da-da" and "ma-ma" Moreover, one device that children use to express meaning in this stage is the use of intonation with the use of gesture. For example, "a child say dada with the stress on the second syllable with her arms outstretched, like Pick me up, daddy!" (Selinker. L, Gass. S, 2008, p.32) accordingly, they begin to babble as a result of imitating what they hear. In conclusion, by nine months, this…

    • 135 Words
    • 1 Page
    Good Essays
  • Good Essays

    Language Development

    • 4592 Words
    • 19 Pages

    Language development begins from as early as within the womb, we seem “born to talk” (Gunning, 2003, pg 2). Evidence that a fetus recognizes, listens for, and finds comfort in its mother’s voice is seen soon after birth when an infant will strain to gaze in the direction of his mother’s unique sound over all others; having become accustomed to her mother’s voice while in the womb, the infant finds comfort in her personalized prosody. Correlations between the unique sound, vibrations, lilt, and patterns of the mother’s speech to signs of lowered stress levels in monitored infants are telling: indicating our propensity for, and our ability to influence, the development of what is to be the most amazing and significant mode of communication for most humans: language. Our desire to communicate is evident as we witness infants learning to manipulate their environment through trial and error as they attempt to communicate their desires to those around them. Efforts are seen in the vocal realm as an infants sounds vary from soft coos to piercing cries according to their needs, as well as through body language as they wriggle, kick, or smile.…

    • 4592 Words
    • 19 Pages
    Good Essays
  • Powerful Essays

    Written Language and Child

    • 4898 Words
    • 20 Pages

    According to Dr. Montessori, the evolution of language begins with the infant’s imigiate capacity to absorb fragments of speech that form the basis for further language development. The child first discovers that sounds have meaning and then isolates parts of speech. The child’s acquisition of oral skills occurs naturally, but opportunities for equivalent patterns of written language development must be provided by parents and teachers.…

    • 4898 Words
    • 20 Pages
    Powerful Essays
  • Good Essays

    When we speak, we usually wish to convey some message. At some stage in the act of producing speech, we must organize our thoughts into strings of words. Sometimes the message is garbled. We may stammer, or pause, or produce slips of the tongue. We may even sound like the baby, who illustrates the difference between linguistic knowledge and the way we use that knowledge in performance.…

    • 647 Words
    • 3 Pages
    Good Essays