Deck 9: Language in School Years

Question 1

More than one study on how adults use the word formation process called compounding, indicates that:

A) adults have full knowledge of the process.
B) most adults cannot compound words correctly.
C) not only children, but also adults, have some difficulties compounding words correctly.
D) adults and adolescents can compound words correctly.

Answer 1

C

Question 2

Anglin's 1993 study about word formation processes indicates that

A) children increase their use of idioms greater than their use of derived words.
B) use of literal compounds stays the same between third and fifth grades.
C) morphological knowledge has limited relationship to increased vocabulary knowledge.
D) children's most dramatic increase in vocabulary reflects their skills in using knowledge of root words and affix meanings.

Answer 2

D

Question 3

Researchers examined how older children learn new vocabulary. Results indicate that:

A) children best learn vocabulary when taught in context
B) they rely on repeated use of the root word.
C) vocabulary is best learned when each word is explicitly taught.
D) further research on vocabulary development and teaching methods should be conducted.

Answer 3

A

Question 4

Gleitman and Gleitman (1979) examined adults' ability to compound words and found that:

A) some groups of adults do not consistently apply word-structure rules to decode nonsense combinations.
B) adults use similar word structure rules as do adolescents.
C) class and education are factors in how adults apply word-structure rules.
D) All of the above statements are true.

Question 5

The term derivational morphology refers to:

A) word compounding.
B) knowing how to interpret newly presented words by recognizing component parts of the words.
C) utilizing morphemes from known words to form new words.
D) None of these answers are true.

Question 6

In his studies on language change, Labov (1970) suggested that:

A) peer influence on dialect is related to age and exposure to new social groups.
B) change in dialects relates to a number of factors, including prestige, marriage status, social and economic conditions.
C) dialectical changes are consistent and predictable in children over the age of five.
D) sociopolitical circumstances are not an influence in dialect change among adolescents.

Question 7

Phenomena which contribute to lexical development in children after the age of five include:

A) growth in known vocabulary.
B) changes in knowledge of word formation processes.
C) increasing ability and focus on learning new words from context.
D) All of these answers are true.

Question 8

Children entering middle childhood have:

A) mastered most phonology and continue to develop articulation of multisyllabic words.
B) continued needs to develop phonology.
C) completed their phonologic development.
D) an increased ability to articulate specific speech sounds.

Question 9

By the age of four or five years, children have completed their morphosyntactic development except in the area of:

A) clauses that use complements.
B) speech acts.
C) use of expanded noun phrases, adverbial clauses, subordinate clauses and other complex structures.
D) adverbial phrases.

Question 10

How children develop phonological awareness is a subject of research on:

A) teaching songs, nursery rhymes, and word games in any given culture.
B) early childhood cognitive development.
C) child speech production.
D) secondary language activity, including reading.

Question 11

When young children are at the early stage of discourse-level development, they have difficulties using:

A) cohesive devices such as "and," "because," and "so."
B) pronouns
C) descriptives

Question 12

One study of children's lexical knowledge at school year ages indicates:

A) that there is a greater increase in vocabulary development between third and fifth grade than between first and third grade.
B) that there is little difference in the rate of vocabulary development across the grades.
C) children in fifth grade reach the maximum growth rate of vocabulary development.
D) vocabulary development is dependent on direct instruction in the schools.

Question 13

While children's vocabulary develops and expands,

A) the number of different words they use stays the same, but their use of content words increases.
B) the lexical properties of their language changes.
C) the number of different words they use expands.
D) the ratio of content words to total words used decreases.

Question 14

Studies of children's accents indicate that:

A) after the age of five, children do not change their accents, regardless of input.
B) children continue to change their accents throughout their development.
C) adolescents change their accents more frequently than younger children.
D) peer influences cause children to change or acquire new accents.

Question 15

Berko (1958) found that:

A) children apply phonologic knowledge to decode meanings of new words in spoken language.
B) vocabulary grows faster when children are presented root words and their definitions.
C) children acquire vocabulary by using what they know about morphology, or derivational morphology.
D) inflectional morphology presents barriers to children's ability to acquire new vocabulary through experience.

Question 16

Children have essentially mastered the phonology of their language:

A) by the age of two years and six months.
B) before entering school at age five.
C) at different ages across differing cultures.
D) at age four if developing according to normal milestones.

Question 17

Phonologic and phonemic awareness are:

A) developed at different ages.
B) acquired simultaneously, but in different levels of accuracy.
C) acquired at a young age, but phonemic awareness is not fully developed until after the age of five.
D) related and build upon each other.

Question 18

After the age of ________, children have the greater ability to sustain conversation with cohesive syntactic devices.

A) seven
B) six
C) five
D) four

Question 19

Anglin (1993) found that:

A) children's phonological knowledge grows as quickly as their vocabulary knowledge .
B) vocabulary grows faster when children are presented root words and their definitions.
C) children increased their vocabulary knowledge by 9,000 words between third and fifth grades.
D) inflectional morphology presents barriers to children's ability to acquire new vocabulary through experience.

Question 20

A comparison of how 3-year old children learn new words to how older children and adults learn, indicates that:

A) older children are dependent on peer modeling of the new word.
B) both groups of children use similar processes to learn new words.
C) younger children use less interactive cues than older children.
D) older children learn as gradually as, making mistakes, just as adults do.

Question 21

Features of language which older children use in developing narrative skill are:

A) coherence and cohesion.
B) story structure and story grammar.
C) All of these answers are true.
D) None of these answers are true.

Question 22

Studies of conversational style in older children focus on issues regarding ______________.

A) current topics
B) identity or role of the speaker
C) rate of speech and dialect
D) gender and language

Question 23

The difference between a four-year-old's and a nine-year-old's use of pronouns is that

A) four-year-olds only refer to themselves.
B) four-year-olds refer to things in the world.
C) nine-year-olds generally refer to their peers.
D) nine-year-olds refer to things in the world. START HERE

Question 24

Research comparing teacher's communication style with students' styles demonstrates that:

A) white, middle-class teachers assist students by scaffolding communications from topic-associating narratives to topic-centered narratives.
B) teachers were good at asking questions and promoting use of narrative skills with children who had similar social, cultural and linguistic background to their own.
C) teacher-child interactions during sharing time increase children's narrative skills.
D) teachers' discourse aids children similarly to the way mothers' discourse aids young children as they develop narrative skills.

Question 25

Cultural mismatches between teachers and students in the classroom influence:

A) Student responses to teacher expectations.
B) How teachers treat students' incorrect responses.
C) Teacher opinion of student skill development.
D) All of the answers are true.

Question 26

Phonological awareness is a key indicator of:

A) Children's ability to tell stories.
B) How to distinguish dyslexic readers from normally developing readers.
C) Children's reading performance.
D) Reading readiness.

Question 27

Out of such nonliteral uses of language as metaphor, irony and idioms, researchers have focused mostly on ______________.

A) use of idioms in humor
B) irony in narratives
C) metaphor
D) irony and idioms

Question 28

Studies on communicative skill development in children older than 5 indicate that:

A) children master use of most communicative skills by middle school age.
B) childhood through adulthood, individuals continue to acquire communicative skills.
C) adolescents continue to learn communicative skills in narratives.
D) None of these answers are true.

Question 29

Developing skills in narrative structure is:

A) a multi-layered task that children continue to work on throughout their years.
B) requires direct instruction to master in school settings.
C) depends on consistent input in social interaction to master.
D) researched mainly in conversations.

Question 30

The social world of girls is based on the view that:

A) the popular girls should initiate or dominate conversation.
B) attracting an audience is inappropriate.
C) homogeneous grouping and language use is preferable.
D) All of these answers are true.

Question 31

Applying oral language skills to literacy development is:

A) common to all linguistic communities that have a written language tradition.
B) a natural step in education of children.
C) not intrinsic to human nature.
D) the purpose of education.

Question 32

Maltz and Baker (1982) submit that gender differences in language use

A) Are a result of innate biological programming.
B) Manifested in miscommunications between men and women.
C) A result of cultural and social expectations about identify and role.
D) Related to peer pressure.

Question 33

Boys' use of language from around middle school years relates to:

A) their ability to assert dominance.
B) attract an audience.
C) initiate or take over when other speakers have the floor.
D) All of these answers are true.

Question 34

Factors that influence children's language development in school include:

A) exposure to new vocabulary.
B) quality of teachers.
C) differences between home and school languages.
D) All of these answers are true.

Question 35

Comprehension monitoring refers to research regarding how children monitor their own understanding of directions.

A) Children respond to different types of direction at different age and developmental levels.
B) Teachers give instructions in the classroom.
C) To provide clear, precise directions to five year olds.

Question 36

In a study comparing how children make repairs in conversation, Beal (1987) found that:

A) first grade age children were able to make repairs without cues from their teacher.
B) when children are familiar with the topic of conversation, they more readily repair their own errors.
C) between first and second grade, children improve their skills in making repairs on their own.
D) older elementary school children master the process of making repairs in conversation.

Question 37

Research on the relationship reading to high school graduation levels indicates that:

A) Who do not read well have the greatest potential to drop out of high school.
B) English as second language learners have poor reading levels and high drop out rates.
C) That reading levels do not relate to oral language skills.
D) Computer literacy is a key requirement for graduation.

Question 38

Research on comprehension monitoring indicates that:

A) children in the primary grades often give messages and tell stories that are inadequate.
B) teachers need to give support to younger children when they tell stories.
C) younger children do not repair errors in their conversation.
D) younger children continue to develop skills in repairing errors after primary school ages.

Question 39

Huttenlocher, Levine and Evea (1998) measured children's vocabulary at three ages and:

A) examined how the school experience influenced oral language development.
B) studied the effect of schooling on children's grammar.
C) found that the children learned more in the younger grades than in older grades.
D) demonstrated that school has a positive affect on vocabulary development in older grades.

Question 40

Story grammar refers to:

A) features of language that are used in story structure.
B) a setting, episodes, characters, an initiating event, a conflict and a resolution.
C) sequence of events in a story.
D) All of these answers are true.

Question 41

Research and common knowledge about oral language and early experience in literacy differs. Describe the research and discuss the elements that differ from common knowledge.

Question 42

Senechal and LeFevre (2001) researched early literacy experiences and found that:

A) parents who taught their children directly increased their children's literacy skills.
B) benefits of teaching children directly at home impact the children's skills through the first grade.
C) benefits of teaching children directly at home impact the children's skills throughout their school years.
D) direct teaching at home and exposure to books were connected to increase reading scores for children.

Question 43

Describe how developing speaking and listening skills relates to research on oral language and schooling.

Question 44

Discuss how expository text produced by English-speaking children changes over time. What are implications of this research on education?

Question 45

Describe developmental changes in picture-elicited narratives and compare to the developmental changes in structural complexity of children's fantasy narratives.

Question 46

Describe how children acquire accents and make changes in dialect.

Question 47

Explain how the text defines "compounding" and discuss theories on how and when children acquire this skill.

Question 48

The letter-sound relationship, or how letters correspond to phonemes, is referred to as ______________.

A) phonological coding.
B) the alphabetic principle.
C) phonological recoding.
D) alphabetical recoding.

Question 49

Describe the stages and processes involved in children's phonological, lexical and morphosyntactic development after age five.

Question 50

Decontextualized language use refers to:

A) situations when children use language and tell stories that do not relate to the context of their social situation.
B) written language and to "words that stand on their own."
C) learning to read when the topic is unfamiliar to the reader.
D) using written forms of language that are new to the writer.

Question 51

All current theories on reading skill development indicate

A) Phonological deficits are a central concern in the underlying issues regarding dyslexia.
B) Problems with phonemic awareness and speech production are related to reading difficulties.
C) Language impairment and phonemic awareness are key issues in research regarding dyslexia.
D) All of these answers are true.

Question 52

Discuss how narrative skills are built on developing conversational skill and conversational style.

Question 53

Describe the main points in research and the discussion on learning to read and teaching reading.

Question 54

Children with advanced language skills at an early language can be expected to:

A) have increased reading skills.
B) lose interest in reading later in life.
C) have increased intelligence.
D) learn to read similarly to children with fewer skills.

Question 55

Describe research on how children acquire phonological awareness in different languages.