School-Age Form

• Major morphological developments:

  Add prefixes to change meaning

  Add suffixes to change form class

  Use of derivational suffixes
• Three components of language form: Morphology, Syntax, Phonology
• In english, all prefixes are derivational
• English suffixes may be derivational OR inflectional
• Derivational suffixes have a larger set of morphemes and a smaller range of use
• Derivational: Affixes added to create a new word with a different meaning or change the grammatical category of the word
• Inflectional: Affixes added to a word to indicate grammatical function, do not change meaning or part of speech of the word
• Unhappy: Derivational
• Teacher's: Inflectional
• Walked: Inflectional
• Carelessness: Derivational
• Morphophonemic changes are sound modifications we make when we join certain morphemes, usually occurs as a change in the vowel
• Morphophonemic development mastery can take from middle school to age 17
• Stress and emphasis are used to distinguish phrases from compound words and to distinguish nouns from verbs
• All compound words have a head - the element that determines its part of speech
• In English, compounds are right-handed, meaning that the right-most constituent determines the grammatical category of the word
• MLU is no longer routinely used in school-aged children, as it looses its effectiveness around 3 years old
• MLU increases in a way that depends on the type of discourse
• Phonological processing: Ability to use existing phonological representations in processing language-related tasks
• Phonological processing can occur in the absence of print
• Phonological processing involves detecting and discriminating differences in phonemes or speech sounds
• Phonological processing components

  • Phonological working memory
  • Rapid naming
  • Phonological awareness
• All phonological processing skills are relevant for the mastery of READING
• Phonological working memory: A process of receiving, analyzing, and holding phonological information
• Nonword repetition task: Measures phonological memory
• Repeating sounds you hear is an example of phonological memory
• There is a close relationship between phonological memory and word learning, because words are sequences of sounds and syllables
• Adequate temporary storage of the phonological form of a novel word is the first crucial step towards building a stable, long-term representation of the word
• Children with weak phonological memory skills require more exposures to the novel word
• Phonemic categorization is measured with Voice Onset Time
• Phonological memory may not be all that important for reading individual familiar/known words
• Familiar words are retrieved from long-term memory
• Novel words use phonological working memory, analyze and memorize a string of sounds