LINGUISTIC AND

LITERACY
DEVELOPMENT IN
CHILDREN AND
ADOLESCENTS
Contents:
 Understanding the natural history and the
theories of language development (Innatist,
Cognitivist, Social Contextual, Hallmarks,
Bilingualism)
 Familiarizing learner’s emergent word
recognition and developmentof their
reading comprehension.
 Comparing Aphasia and Dyslexia
NATURAL HISTORY OF
LANGUAGE DEVELOPMENT
Certain Language by LASHLEY(BEAN, 1932)
“presents in the most
striking form of integrative
functions that are
characteristics of the
cerebral cortex and that
reach their highest
development in human
thought processes,”
DEVELOPMENT OF LANGUAGE
Osgood (1953)
-”brutishly materialistic view’
 BABY’S CRY
UMBILICAL CORD OXYGEN CARBON DIOXIDE BLOOD

AIR RUSHES INTO HIS

LUNG CAVITY CAVITY EXPANDS LUNGS DRAWN
RAPIDLY OVER THE
VOCAL CORD
DEVELOPMENT OF SOUND PATTERNS
“undifferentiated mass activity”
DIFFERENTIAL
PATTERN SKILLFUL
CONTROL
- Eliminating useless
words.
Sequence of the development of control

1. VOLUME (2nd mon.)

2. PITCH (3rd or 4th mon.)

3. SEQUENCE or called SYLLABIC

BABBLING stage (5th mon.)
 Acquisition
The role of babble
Improvement of speech
A strong motivation on the part of most children to
learn to speak.

 First,learning to speak is an essential

tool in socialization.

 Second, learning to speak is a tool

in achieving independence.
Essential element of learning to speak

 First,
improve their ability to comprehend
what others are saying to them.

 Second, they must improve their own

speech so that others can comprehend what
they are trying to communicate to them.
PRONOUNCIATRION OF WORDS

VOCABULARY

SENTENCES
There are two lines of evidence that have served to explain the most
important reasons for the facts that today’s young children speak better
than the children, age for age, did in the past.

 First, parents today, especially mothers, talk more to their

children partly because they have more FREE TIME to do
owing to smaller families and more LABOR-SAVING DEVICE
in the home.

 Second, the more contacts young children have with their

peers, the more encouragement they have to talk.; and the
more models they have to imitate.
EGOCENTRIC

CONTEXT OF SPEECH

SOCIALIZED
SPEECH
Amount of talking by HURLOCK, 1982
"chatter-box age"
INTELLIGENCE
TYPE OF DISCIPLINE ORDINAL POSITION
FAMILY SIZE SOCIOECONOMIC STATUS
RACIAL STATUS BILINGUALISM
 Trial and error
Conditioned- learning
response learning

Rote learning

Functions of words

LEARNING WORDS
THEORIES OF
LANGUAGE
DEVELOPMENT
INNATIST THEORY
Noam Chomsky (1965)
 TRANSFORMATIONAL
GRAMMAR

DEEP SURFACE
STRUCTURE STRUCTURE
COGNITIVIST THEORY
PIAGET, (1968)
SOCIAL CONTEXTUAL THEORY
VYGOTSKY, (1962, 1978)

Zone of Proximal Development

HALLMARK OF LANGUAGE DEVELOPMENT
GRAMMAR OF A LANGUAGE by
CLARK & CLARK, 1977

• PHONOLOGY
• SYNTAX
• SEMANTICS
• PRAGMANTICS
BILINGUALISM
Ianco-Worrell, (1972)
Benefits of Bilingualism
(or more generally: • Economic
Multilingualism) is the
phenomenon of speaking • Cultural values
and understanding two or • Occupational Stability
more languages.
• Education
BILINGUAL EDUCATION
by Nieto, (1996)
Approaches to
Bilingual
Education
1. Transitional Bilingual
Transition

2. Maintenance
Bilingual Education
3. Two-way Bilingual Education
4. Immersion Bilingual Education
5. Metalinguistic Awareness
6. Language Immersion
7. Bilingualism and
Personality
Emergent Literacy
Emergent Literacy
Period

From birth to 5 to 6
years old.
Literacy Socialization
• Literacy Artifacts
• Literacy Events
• The types of knowledge children
given from literacy experience
Development of Word
Recognition Skills

 Visual Decoding skills

Phonetic Decoding Skills

 Stage Models
LOGOGRAPHIC STAGE

TRANSITION STAGE
ALPHABETIC STAGE

ORTHOGRAPHIC STAGE AND

AUTOMATIC WORD RECOGNITION by
(EHRI 1991, FRITH, 1995)
THE SELF-TEACHING HYPOTHESIS
PHONOLOGICAL DECODING
by SHARE AND STANOVICH (1995)

THERE ARE FOUR OF THE SELF-TEACHING

ROLE OF PHONOLOGICAL DECODING.
• ITEMS
• ONSET
• LEXICALIZATION
• ASYMETRIC RELATIONSHIP BETWEEN
PHONOLOGICAL AND SECONDARY
ORTHOGRAPHIC COMPONENTS
THE DEVELOPMENT OF
READING COMPREHENSION
STAGE THEORY OF READING
by CHALL (1983
• Reflects in change in focus

• Children became unglued from print.

• Primarily for facts, concepts, or how to do things.
• Multiple viewpoints, age 14-19

• Construction and reconstruction, age 18+

FOUR LEVELS OF READING COMPREHENSION by
ADLER AND VAN DOREN, (1972)

1. Elementary level involved understanding the

literal meaning of the words and sentences.

2. Inspectual reading or systematic skimming

3. Analytical reading

4. Comparative reading
EARLY LANGUAGE STIMULATION

Dr. Harry Dr. Betty

Chugani Caldwell

Dr. William Dr. Todd

Staso
Ridley
RESEARCHES by
DR. HART & DR. RIDLEY
 Professional Parents – 2,100 words an hour

 Working Class Parents – 1,200 words.

 Welfare Parents – 600words

A PROPOSAL FOR READING STAGES
Hypotheses in Developing the Scheme for Reading stages (CHALL, 1983)

1. Stages of reading development resembles of cognitive and

language development.

2. Reading is at all stages, a form of problem solving in

which the readers adapt to their environment through the
processes of assimilation and accommodation.

3. Individuals processes through the stages by interacting

with their environment – the home, school, larger
community, and culture.
 Hypotheses in Developing the Scheme for Reading stages (CHALL, 1983)

4. Measures of having reached a given reading stages will add a

further useful dimension to standardized testing, as well as to a
criterion-referenced testing.
5. The fact of successive stages means that readers do “different”
things in relation to printed matter at each successive stage,
although the term “reading” is commonly used for all the stages.

6. The successive stage are characterized by growth in the

ability to read language that is more complex, less frequently
encountered, more technical, and more abstract, and by
changes in how reading is viewed and used.
 Hypotheses in Developing the Scheme for Reading stages (CHALL, 1983)

7. The reader’s response to the text also becomes more general, more
inferential, more critical, and more constructive with successive stages.

8. The stages are also characterized by the extent to which prior

knowledge is needed to read and understand materials.

9. At each stage, readers may persist in characteristic techniques or

habit that, if continued too long, may delay or even prevent transition
to the next stage.

10. Reading has affective as well as cognitive components.

The Reading Stages Stage 5 –
Constructio
n and
Stage 4 –
Multiple reconstructi
Stage 3 – Viewpoint:high on – A
Reading for school, (ages world view:
Learning the 14-18)
Stage 2 – college,
Confirmation, News: A First
Step (age 18
Stage 1 – fluency, ungluing
from print: and above
Beginning
Reading Stage: Grade 2-3 (ages
Stage 0 - pre- 7-8)
reading: Birth to (age 6-7)
Age 6
DEVELOPING HABITUAL READING IN KIDS
“Read-aloud Comprehension skills
Handbook” by
JIM TRELEASE At the age of 4-5 years old, the age
when the listening skills begin to
develop (sy2005) “After developing
your own reading habit, create a
reading environment where are
replace in low shelves for children to
reach and where family reading time
is always the highlight after dinner.”
 LITERATE COMMUNITIES
AND ENVIRONMENT
• EXPENSIVE
• INEXPENSIVE

SIBERIA
APHASIA
 DYSARTHRIA or APRAXIA OF SPEECH

WHAT CAUSES APHASIA?

BROCA’S GLOBAL
APHASIA APHASIA
FLUENT APHASIA
OR WERNICKE’S
APHASIA
HOW IS APHASIA HOW APHASIA
DIAGNOSED? TREATED?
 SPONTANOUS RECOVERY
 SPEECH
 PARTIAL SPONTANOUS
LANGUAGE RECOVERY
PATHOLOGIST
Treatments may be offered in individual or
group therapy.
• INDIVIDUAL THERAPHY
• GROUP THERAPHY
WHAT RESEARCH IS BEING DONE FOR APHASIA?

 PET (Positron Emission Tomography)

 CT (Computed Tomography)
 MRI (Magnetic Resonance Imaging)
 FMRI (Functional Magnetic
Resonance Imaging)
DYSLEXIA as a
Developmental WHAT CAUSES
Language Disorder OF DYSLEXIA?
 DR.SAMUEL
ORTON
 DR. ALBERT M.
GALABURDA
 PSYCHOLOGIST
PAULA TALLAD
(1995)
PHONOLOGICAL PROCESS
BY CATTS AND KAMHI, 1999
HELPING THE CHILD WITH A LEARNING DISABILITY

 DIAGNOSTIC SERVICES  Psychological

assesstment
 EDUCATIONAL
PLANNING AND  Academic
TREATMENT FOR THE evaluation
CHILD;  Psychotheraphy
 HELP FOR PARENTS  medication