Language Development & Conversations

An example of semantic knowledge would be: (Byrnes & Wasik, 2019, pg 39)

• pronounces French words correctly

• knows the meaning of a number of French words

• puts the right endings on French words

Competent speakers of a language have at least semantic knowledge, phonological knowledge and grammatical knowledge. (Byrnes & Wasik, 2019, pg 30)

• True
• False

Competent speakers know a lot of different ways to express themselves, and they are unable chose their utterance options wisely in certain situations. (Byrnes & Wasik, 2019, pg 41)

• True
• False

Select all that apply: Someone that demonstrates a lack of social skills is: (Byrnes & Wasik, 2019, pg 41)

• be routinely dominating as a speaker

• be rude as a speaker

• reciprocity and turn taking during conversation

• be a listener who regularly fails to "get the hint"

Linguists and philosophers who study "the meaning behind the meaning" and the use of expressions as acts are in the field of? (Byrnes & Wasik, 2019, pg 41)

• phonology

• semantics

• pragmatics

Children who enter school with higher levels in phonological, semantics and grammatical knowledge learn to read better than children with lower levels of these forms. (Byrnes & Wasik, 2019, pg 44)

• True
• False

At what age do children begin to put two words together? (Byrnes & Wasik, 2019, pg 51)

• 18-24 months

• 12-18 months

• 1 years old

In the Strive-For-Five framework, turn 1 the teacher asks a question. Turn 2, the child responds. What happens in Turn 3? (Zucker & Cabell, pg 17)

• Teacher expands

• Child responds

• Teacher challenges

Select all the apply: What are some stems that elicit multi-words responses? (Zucker & Cabell, pg 19)

• How does this compare to....?

• Can you....?

• Which way will they go?

• Why do you think that?

What does it take to become a skilled reader? (Zucker & Cabell, pg 34)

• Increasingly strategic in language comprehension

• vocabulary

• increasingly automaticity in word recognition

• sight recognition