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PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS

PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS. 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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PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS

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  1. PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS

  2. 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 

  3. Turnbull & Justice, 2012:

  4. However: (Turnbull & Justice, 2012):

  5. 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

  6. 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

  7. 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

  8. 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.

  9. 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.”

  10. II. DEVELOPING SYNTACTIC ELEMENTS • A. Basic Sentence Constituents • 1

  11. 2. Clause

  12. 3. Sentence

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

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

  15. **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

  16. B. Noun Phrase Elements • 1. Determiners

  17. 2. Pronouns— • 3. Noun suffixes

  18. The derivational noun suffix -er

  19. C. Verb Phrase Elements

  20. Copula verbs–

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

  22. State verbs • Process verbs

  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 • 1. Interrogative asks a question • Yes-no ?s (earliest to develop—around 18 mos.) • wh-?s • tag ?s (speaker wants confirmation) 2. Declarativemakes a statement

  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, 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.

  33. ** • Rescorla, 2008 ASHA Leader article (Sept. 23) • “Late Talkers Show Language Weakness into Adolescence”

  34. 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

  35. Follow-ups showed that:

  36. Thus…

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

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