PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS. Remember that:** McLaughlin ch. 8 is not on the...
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Transcript of PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS. Remember that:** McLaughlin ch. 8 is not on the...
![Page 1: PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS. Remember that:** McLaughlin ch. 8 is not on the exam—the exam is based entirely on these lecture notes.](https://reader038.fdocuments.in/reader038/viewer/2022110323/56649d6f5503460f94a5178f/html5/thumbnails/1.jpg)
PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS
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Remember that:**
• McLaughlin ch. 8 is not on the exam—the exam is based entirely on these lecture notes
• The exception is Table 8-2 on p. 310—please memorize this—it’s always on the PRAXIS! And you need it for the “real world” too
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Turnbull & Justice, 2012:
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However: (Turnbull & Justice, 2012):
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I. MASTERING GRAMMATICAL MORPHEMES**
• Around 18 mos. of age, when children start putting two words together, we see grammatical morphemes emerge
• Brown’s Morphemes p. 310—on test—especially order of development
• Examples:• 1. -ing• 2. In• 3. On• 4. Regular plural -s
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To assess children’s morphosyntactic
skills:**• We calculate MLU, or mean
length of utterance
• Instead of counting words, we count actual morphemes
• Remember, we have free and bound morphemes
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Words vs. morphemes**
• We wanted to eat cookies.
• 5 words
• 7 morphemes
• The PRAXIS always asks you to count the # of morphemes in an utterance
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How many morphemes?**• The three boys wanted five candies.
• We played all day with my friend’s toys.
• He’s going to cook eggs and bacon.
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Count the morphemes in Mark McKibbin’s
utterances:**• (2.5 yrs old) “I need to get my
shoes and socks on because the stones will hurt my feet.”
• (3 yrs old) “I will give my old pillow to the poor children so they can sleep better.”
• (3 yrs. old) “Madame Blueberry was sad because they didn’t have happy hearts at the Stuffmart.”
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II. DEVELOPING SYNTACTIC ELEMENTS
• A. Basic Sentence Constituents
• 1
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2. Clause
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3. Sentence
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4. Noun phrase**
• Sentence role filled by people and objects
• The boy is blowing out his candles.
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5. Verb phrase**
• Actions or relationships that are central to the sentence
• The girl lifts the beach ball.
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• **The little red hen was eating corn.• NP VP
• The students are taking notes.– NP VP
The leaves were falling down.NP VP
The baby was laughing at the dog.
NP VP
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B. Noun Phrase Elements
• 1. Determiners
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• 2. Pronouns—
• 3. Noun suffixes
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The derivational noun suffix -er
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C. Verb Phrase Elements
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Copula verbs–
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More examples of copula verbs:**
• He is a boy scout.
• They were in their car.
• I am happy.
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• State verbs
• Process verbs
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By 5 years of age…**
• Children have mastered most verb forms
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Youtube examples…
• 5 year old Gus—typically developing
• 8 year old with mixed expressive language disorder
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III. BASIC SENTENCE STRUCTURE (review)
• A. Types of Sentences
• 1. Interrogative asks a question
•Yes-no ?s (earliest to develop—around 18 mos.)
•wh-?s•tag ?s (speaker wants
confirmation)
2. Declarative makes a statement
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3. Passive
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4. Negative
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B. Complex and Compound
Sentences**• Independent or main
clause—can stand alone
• Dependent or subordinate clause—cannot stand alone
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• 1. Complex sentence: Has indep. clause and dependent clause**
• We will go to the party if it is not raining.
• (main/indep. clause) (subordinate/dep. clause)
I talked to the boy who has red hair.(main/indep. clause) (subordinate/dep.
clause)
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•2. **Compound sentence: 2 independent clauses are linked together by a conjunction
• We ate cookies and they were good.– (main/indep. clause)(main/indep. clause)
– John liked her but she didn’t like him.
– (main/indep. clause)(main/indep. clause)
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Coordinating conjunctions:
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Examples of sentences using coordinating conjunctions in compound
sentences:**• I wanted to get an A on the
test, so I studied hard.
• We could eat popcorn or we could have Doritos.
• She wanted to go shopping, but she didn’t have any money.
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**
• Rescorla, 2008 ASHA Leader article (Sept. 23)
• “Late Talkers Show Language Weakness into Adolescence”
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20+ years ago…**
• She got 2 groups of children:
• 1. 39 typically-developing (TD) children• 2. 40 late talkers
• All were 24-31 months of age
• All were from middle-upper income families
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![Page 37: PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS. Remember that:** McLaughlin ch. 8 is not on the exam—the exam is based entirely on these lecture notes.](https://reader038.fdocuments.in/reader038/viewer/2022110323/56649d6f5503460f94a5178f/html5/thumbnails/37.jpg)
Follow-ups showed that:
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Thus…
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How can we help parents be motivated to seek early intervention for
their LTs?