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PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS

PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS. Power Point Outline**. I. Mastering Grammatical Morphemes II. Developing Syntactic Elements III. Basic Sentence Structure. I. MASTERING GRAMMATICAL MORPHEMES**.

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PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS

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  1. PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS

  2. Power Point Outline** • I. Mastering Grammatical Morphemes • II. Developing Syntactic Elements • III. Basic Sentence Structure

  3. I. MASTERING GRAMMATICAL MORPHEMES** • Around 18 mos. of age, when children start putting two words together, we see grammatical morphemes emerge • For the test, please know Table 9.1 on page 255

  4. Morpheme Age of Mastery • -

  5. 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

  6. 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

  7. 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.

  8. 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.”

  9. II. DEVELOPING SYNTACTIC ELEMENTS** • A. Basic Sentence Constituents • 1. Phrase—a group of words that is structurally related • “tall man” “pretty lady” • “orange carrot” “fast horse”

  10. 2. Clause

  11. 3. Sentence

  12. 4. Noun phrase** • Sentence role filled by people and objects • The boy is blowing out his candles.

  13. 5. Verb phrase** • Actions or relationships that are central to the sentence • The girl lifts the beach ball.

  14. **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

  15. Youtube • Weird Al Yankovich grammar

  16. B. Noun Phrase Elements** • 1. Determiners –precede and modify nouns • Demonstratives (this, that, these, those) • Ordinals (first, second, third) • Adjectives (blue, old,fuzzy, cool) • Possessives (my, his)

  17. Comparatives** • –er suffix; comparison between 2 items • Shorter, cleaner, shinier • Superlatives • –est suffix; convey comparison among ↑ 2 items • Tallest, brightest, blackest

  18. The derivational noun suffix –er** • Changes a verb into a noun that names the person who engages in that action • Teacher, painter, singer, runner, farmer, plumber

  19. C. Verb Phrase Elements

  20. Copula verbs– to be verbs that serve syntactically as the main verbs in sentences • .

  21. More examples of copula verbs:** • He is a boy scout. • They were in their car. • I am happy.

  22. State verbs —express** static or unchanging condition. (That tree is old. The building stands next to the tree.) • Process verbs —internal activity or gradual changes in people or things (thinking, hearing, stressing, growing, digesting, learning)

  23. By 5 years of age…** • Children have mastered most verb forms

  24. Youtube examples… • 5 year old Gus—typically developing • 8 year old with mixed expressive language disorder

  25. III. BASIC SENTENCE STRUCTURE (review) • A. Types of Sentences

  26. 3. Passive

  27. 4. Negative

  28. B. Complex and Compound Sentences** • Independent or main clause—can stand alone • Dependent or subordinate clause—cannot stand alone

  29. 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)

  30. 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)

  31. Coordinating conjunctions:

  32. Examples of sentences using coordinating conjunctions in compound sentences:** • I wanted to get an A on the test, soI studied hard. • We could eat popcorn orwe could have Doritos. • She wanted to go shopping, but she didn’t have any money.

  33. ** • Rescorla, L., & Turner, H.L. Journal of Speech, Language, and Hearing Research, 58, 434-444. • This study looked at late talkers (at age 2) in comparison to typically-developing children • Late talkers usually understand what they hear, but they are late in developing expressive language

  34. The study found:

  35. Hammer et al 2017 Journal of Speech, Language, and Hearing Research

  36. Thus…

  37. How can we help parents be motivated to seek early intervention for their LTs?

  38. Power Point Outline** • I. Mastering Grammatical Morphemes • II. Developing Syntactic Elements • III. Basic Sentence Structure

  39. Halloween haunted house! ** • Take an index card and 4 post-its • On the back of the card, write 4 verbs, 4 nouns, and 4 adjectives that have to do with Halloween • Get into pairs and take turns being the child and SLP • Make as many new words as you can with the bound morphemes and nouns, verbs, and adjectives

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