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Dyslexia,previously known as word blindness,is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words,reading quickly,writing words,"sounding out" words in the head,pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary,and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD),developmental language disorders,and difficulties with numbers.
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words,it is how human beings gain the ability to be aware of language,to understand it,and to produce and use words and sentences to communicate.
In cognitive psychology,fast mapping is the term used for the hypothesized mental process whereby a new concept is learned based only on minimal exposure to a given unit of information. Fast mapping is thought by some researchers to be particularly important during language acquisition in young children,and may serve to explain the prodigious rate at which children gain vocabulary. In order to successfully use the fast mapping process,a child must possess the ability to use "referent selection" and "referent retention" of a novel word. There is evidence that this can be done by children as young as two years old,even with the constraints of minimal time and several distractors. Previous research in fast mapping has also shown that children are able to retain a newly learned word for a substantial amount of time after they are subjected to the word for the first time. Further research by Markson and Bloom (1997),showed that children can remember a novel word a week after it was presented to them even with only one exposure to the novel word. While children have also displayed the ability to have equal recall for other types of information,such as novel facts,their ability to extend the information seems to be unique to novel words. This suggests that fast mapping is a specified mechanism for word learning. The process was first formally articulated and the term 'fast mapping' coined Susan Carey and Elsa Bartlett in 1978.
Vocabulary development is a process by which people acquire words. Babbling shifts towards meaningful speech as infants grow and produce their first words around the age of one year. In early word learning,infants build their vocabulary slowly. By the age of 18 months,infants can typically produce about 50 words and begin to make word combinations.
Phonological awareness is an individual's awareness of the phonological structure,or sound structure,of words. Phonological awareness is an important and reliable predictor of later reading ability and has,therefore,been the focus of much research.
Specific language impairment (SLI) is diagnosed when a child's language does not develop normally and the difficulties cannot be accounted for by generally slow development,physical abnormality of the speech apparatus,autism spectrum disorder,apraxia,acquired brain damage or hearing loss. Twin studies have shown that it is under genetic influence. Although language impairment can result from a single-gene mutation,this is unusual. More commonly SLI results from the combined influence of multiple genetic variants,each of which is found in the general population,as well as environmental influences.
Bilingualism,a subset of multilingualism,means having proficiency in two or more languages. A bilingual individual is traditionally defined as someone who understands and produces two or more languages on a regular basis. A bilingual individual's initial exposure to both languages may start in early childhood,e.g. before age 3,but exposure may also begin later in life,in monolingual or bilingual education. Equal proficiency in a bilingual individuals' languages is rarely seen as it typically varies by domain. For example,a bilingual individual may have greater proficiency for work-related terms in one language,and family-related terms in another language.
Phonological development refers to how children learn to organize sounds into meaning or language (phonology) during their stages of growth.
Metalinguistic awareness,also known as metalinguistic ability,refers to the ability to consciously reflect on the nature of language. The concept of metalinguistic awareness is helpful in explaining the execution and transfer of linguistic knowledge across languages. Metalinguistics expresses itself in ways such as:
Speech repetition occurs when individuals speak the sounds that they have heard another person pronounce or say. In other words,it is the saying by one individual of the spoken vocalizations made by another individual. Speech repetition requires the person repeating the utterance to have the ability to map the sounds that they hear from the other person's oral pronunciation to similar places and manners of articulation in their own vocal tract.
Masahiko Minami is a linguistics professor at San Francisco State University where he specializes in Japanese language and cross-cultural studies. He is editor-in-chief of the Journal of Japanese Linguistics and associate editor of Narrative Inquiry. He is also coordinator for the Japanese Language Proficiency Test for Northern California. In addition,he served as president of the Foreign Language Association of Northern California (FLANC) and President of the Northern California Japanese Teachers’Association (NCJTA).
Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words. It signals a belief that,in literate society,young children—even one- and two-year-olds—are in the process of becoming literate. Through the support of parents,caregivers,and educators,a child can successfully progress from emergent to conventional reading.
Katherine Nelson was an American developmental psychologist,and professor.
Kimberly Wright Cassidy was named the ninth president of Bryn Mawr College on February 12,2014 and was formally inaugurated on September 20,2014. She had served as interim president since Jane Dammen McAuliffe ended her term as president on June 30,2013.
Developmental Language Disorder (DLD) is identified when a child has problems with language development that continue into school age and beyond. The language problems have a significant impact on everyday social interactions or educational progress,and occur in the absence of autism spectrum disorder,intellectual disability or a known biomedical condition. The most obvious problems are difficulties in using words and sentences to express meanings,but for many children,understanding of language is also a challenge. This may not be evident unless the child is given a formal assessment.
Kate Nation is an experimental psychologist and expert on language and literacy development in school age children. She is Professor of Experimental Psychology and Fellow of St. John's College of the University of Oxford,where she directs the ReadOxford project and the Language and Cognitive Development Research Group.
Andrea Smorti is an Italian psychologist and professor of developmental psychology who studies cognitive and narrative processes at the University of Florence. He founded the laboratory of methods and analysis techniques of illness experiences. He is the director of the laboratory of developmental process evaluation,Laboratory in the Department of Education,Languages,Inter-culture,Literature,and psychology at the University of Florence.
Lisa Feigenson is Professor of Psychological and Brain Sciences at Johns Hopkins University and co-director of the Johns Hopkins University Laboratory for Child Development. Feigenson is known for her research on the development of numerical abilities,working memory,and early learning. She has served on the editorial board of Cognition and the Journal of Experimental Psychology:General.
Qi Wang is a Chinese-born American psychologist and Professor of Human Development at Cornell University. She is best known for her study of memory and culture. Wang is a Fellow of the Association for Psychological Science and the Psychonomic Society. She is also a member of the American Psychological Association,the Society for Research in Child Development,the Cognitive Development Society,the International Society for the Study of Behavioral Development,and the Society for Applied Research in Memory and Cognition. She serves on many editorial boards and is the Editor-in-Chief of the Journal of Applied Research in Memory and Cognition. She directs the Culture &Cognition Lab at Cornell. Wang holds a lifetime endowed chair in human development at Cornell.
Caroline F. Rowland is a British psychologist known for her work on child first language development,grammar acquisition,and the role of environment in child's language growth. Since 2016,she has been the Director of the Language Development Department at the Max Planck Institute for Psycholinguistics in Nijmegen. She holds the position of Professor of First Language Acquisition by Special Appointment at Donders Centre for Cognition at Radboud University Nijmegen. She has also been an Honorary Research Associate in Psychological Sciences at University of Liverpool since 2018.
References
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- ↑ "Allyssa McCabe | Center for Autism Research & Education". www.uml.edu. Retrieved March 9, 2021.
- 1 2 McCabe, A. (April 1980). Memory for metaphor. Paper presented at the Annual Meeting of the Eastern Psychological Association, Hartford,CT.
- ↑ Menig-Peterson, Carole; McCabe, Allyssa (1977–1978). "Children Talk about Death". OMEGA – Journal of Death and Dying. 8 (4): 305–317. doi:10.2190/jkj4-utb3-hkg0-47m9. ISSN 0030-2228. S2CID 145280636.
- ↑ Menig-Peterson, Carole; McCabe, Allyssa (1978). "Children's orientation of a listener to the context of their narratives". Developmental Psychology. 74 (6): 582–592. doi:10.1037/0012-1649.14.6.582.
- ↑ Peterson, Carole; Jesso, Beulah; McCABE, Allyssa (1999). "Encouraging narratives in preschoolers: an intervention study". Journal of Child Language. 26 (1): 49–67. doi:10.1017/S0305000998003651. ISSN 0305-0009. PMID 10217889. S2CID 30700678.
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- ↑ McCabe, Dorien Van De Mieroop and Allyssa (ed.). "Narrative Inquiry". NI. Retrieved March 9, 2021.
- ↑ "The Journal of Narrative and Life History". www2.clarku.edu. Retrieved March 16, 2021.
- ↑ "Imagination, Cognition and Personality: Editorial Board". SAGE Journals. Archived from the original on May 24, 2020. Retrieved March 9, 2021.
- ↑ Bliss, Lynn S.; Covington, Zenara; McCabe, Allyssa (1999). "Assessing the Narratives of African American Children". Contemporary Issues in Communication Science and Disorders. 26 (Fall): 160–167. doi: 10.1044/cicsd_26_F_160 . ISSN 1092-5171.
- 1 2 McCabe, Allyssa; Bornstein, Marc H.; Guerra, Alison Wishard; Kuchirko, Yana; Páez, Mariela; Tamis‐LeMonda, Catherine S.; Cates, Carolyn Brockmeyer; Hirsh‐Pasek, Kathy; Melzi, Gigliana; Song, Lulu; Golinkoff, Roberta (2013). "Multilingual Children: Beyond Myths and Toward Best Practices and commentaries". Social Policy Report. 27 (4): 1–37. doi:10.1002/j.2379-3988.2013.tb00077.x. ISSN 2379-3988. S2CID 17442513.
- ↑ Pediatrics, American Academy of (May 1, 2014). "Multilingual Children". Pediatrics. 133 (5): e1481. doi: 10.1542/peds.2014-0451 . ISSN 0031-4005. S2CID 219215019.
- ↑ Fetters, Ashley (January 5, 2019). "Knock Knock. Who's There? Kids. Kids Who? Kids Tell Terrible Jokes". The Atlantic. Retrieved March 9, 2021.
- ↑ Fetters, Ashley (March 16, 2020). "How Parents Can Keep Kids Busy (and Learning) in Quarantine". The Atlantic. Retrieved March 9, 2021.
- ↑ "Research | CAAS | UMass Lowell". www.uml.edu. Retrieved March 9, 2021.
- ↑ "UMass Grant to Help Lowell Kids Learn Folk Tales of Southeast Asia". uml.edu. Retrieved March 9, 2021.
- ↑ Minjeong Kim (2019). A long long time ago in Southeast Asia Tales from Burma, Cambodia, Laos, and Vietnam. Allyssa McCabe, Phitsamay Uy. Lowell, Mass: University of Massachusetts Lowell. ISBN 978-0-368-43775-5. OCLC 1200514028.
- ↑ "Lowell Schools Will Share a Book of Translated Stories". uml.edu. Retrieved March 9, 2021.
- 1 2 PETERSON, CAROLE; JESSO, BEULAH; McCABE, ALLYSSA (1999). "Encouraging narratives in preschoolers: an intervention study". Journal of Child Language. 26 (1): 49–67. doi:10.1017/s0305000998003651. ISSN 0305-0009. PMID 10217889. S2CID 30700678.
- ↑ McCabe, Allyssa; Bliss, Lynn S. (2006). "Struggling to Make Sense: Patterns of Impairment in Adult Narrative Discourse". Imagination, Cognition and Personality. 25 (4): 321–336. doi:10.2190/p60l-40m2-7354-8u2v. ISSN 0276-2366. S2CID 144986437.
- ↑ Peterson, Carole; McCabe, Allyssa (1992). "Parental styles of narrative elicitation: effect on children's narrative structure and content". First Language. 12 (36): 299–321. doi:10.1177/014272379201203606. ISSN 0142-7237. S2CID 143922517.
- ↑ Minami, M; McCabe, A (1995). "Rice balls and bear hunts: Japanese and North American family narrative patterns". Journal of Child Language. 22 (2): 423–445. doi:10.1017/S0305000900009867. PMID 8550731. S2CID 43301252.
- 1 2 DICKINSON, DAVID K.; McCABE, ALLYSSA; CLARK–CHIARELLI, NANCY; WOLF, ANNE (2004). "Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children". Applied Psycholinguistics. 25 (3): 323–347. doi:10.1017/s0142716404001158. ISSN 0142-7164. S2CID 53065638.
- 1 2 3 4 Dickinson, David K.; McCabe, Allyssa; Anastasopoulos, Louisa; Peisner-Feinberg, Ellen S.; Poe, Michele D. (2003). "The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children" . Journal of Educational Psychology. 95 (3): 465–481. doi:10.1037/0022-0663.95.3.465. ISSN 0022-0663.
- ↑ McCabe, Allyssa; Rollins, Pamela Rosenthal (January 1994). "Assessment of Preschool Narrative Skills". American Journal of Speech-Language Pathology. 3 (1): 45–56. doi:10.1044/1058-0360.0301.45.
- ↑ Dickinson, David K; McCabe, Allyssa; Essex, Marilyn J. (2007). "A window of opportunity we must open to all: The case for preschool with high-quality support for language and literacy". In Dickinson, David K.; Neuman, Susan B. (eds.). Handbook of early literacy research. Vol. 2. Guildford Publications. pp. 11–28. ISBN 9781593855772.
- ↑ Minami, Masahiko; McCabe, Allyssa (1991). "Haiku as a discourse regulation device: A stanza analysis of Japanese children's personal narratives". Language in Society. 20 (4): 577–599. doi:10.1017/s0047404500016730. ISSN 0047-4045. S2CID 144519198.
- ↑ Minami, Masahiko; McCabe, Allyssa (1995). "Rice balls and bear hunts: Japanese and North American family narrative patterns". Journal of Child Language. 22 (2): 423–445. doi:10.1017/s0305000900009867. ISSN 0305-0009. PMID 8550731. S2CID 43301252.
- ↑ Bliss, Lynn S.; Covington, Zenara; McCabe, Allyssa (1999). "Assessing the Narratives of African American Children". Contemporary Issues in Communication Science and Disorders. 26 (Fall): 160–167. doi: 10.1044/cicsd_26_f_160 . ISSN 1092-5171.
- ↑ Mainess, Karen J; Champion, Tempii B; McCabe, Allyssa (2002). "Telling the Unknown Story Complex and Explicit Narration by African American Preadolescents—Preliminary Examination of Gender and Socioeconomic Issues". Linguistics and Education. 13 (2): 151–173. doi:10.1016/s0898-5898(01)00060-2. ISSN 0898-5898.
- ↑ Champion, Tempii; McCabe, Allyssa; Colinet, Yvanne (2003). "The Whole World Could Hear: The Structure of Haitian-American Children's Narratives". Imagination, Cognition and Personality. 22 (4): 381–400. doi:10.2190/vkct-q90l-prhf-mrdl. ISSN 0276-2366. S2CID 145128698.
- ↑ McCabe, Allyssa (1997). "Cultural Background and Storytelling: A Review and Implications for Schooling". The Elementary School Journal. 97 (5): 453–473. doi:10.1086/461876. ISSN 0013-5984. S2CID 144997154.
- ↑ Rollins, Pamela Rosenthal; McCabe, Allyssa; Bliss, Lynn (2000). "Culturally Sensitive Assessment of Narrative Skills in Children". Seminars in Speech and Language. 21 (3): 223–234. doi:10.1055/s-2000-13196. ISSN 0734-0478. PMID 10958431. S2CID 260320951.
- ↑ Bliss, Lynn S.; McCabe, Allyssa (2008). "Personal Narratives". Topics in Language Disorders. 28 (2): 162–177. doi:10.1097/01.tld.0000318936.31677.2d. ISSN 0271-8294. S2CID 145517618.
- ↑ McCabe, Allyssa; Champion, Tempii B. (October 9, 2009). "A Matter of Vocabulary II: Low-Income African American Children's Performance on the Expressive Vocabulary Test". Communication Disorders Quarterly. 31 (3): 162–169. doi:10.1177/1525740109344218. ISSN 1525-7401. S2CID 143936547.
- ↑ Champion, Tempii B.; Rosa-Lugo, Linda I.; Rivers, Kenyatta O.; McCabe, Allyssa (2010). "A Preliminary Investigation of Second- and Fourth-Grade African American Students' Performance on the Gray Oral Reading Test—Fourth Edition". Topics in Language Disorders. 30 (2): 145–153. doi:10.1097/tld.0b013e3181e04056. ISSN 0271-8294. S2CID 143658852.
- ↑ McCabe, Allyssa; Bliss, Lynn S. (2005). "Narratives from Spanish-Speaking Children with Impaired and Typical Language Development". Imagination, Cognition and Personality. 24 (4): 331–346. doi:10.2190/cjq8-8c9g-05lg-0c2m. ISSN 0276-2366. S2CID 145514842.
- ↑ "International Conference on Narrative 2014 Program" (PDF). Archived (PDF) from the original on May 1, 2015.
- ↑ Chinese language narration : culture, cognition, and emotion. Allyssa McCabe, Chien-ju Chang. Amsterdam. 2013. ISBN 978-90-272-7109-9. OCLC 867630749.
{{cite book}}: CS1 maint: location missing publisher (link) CS1 maint: others (link) - ↑ "Review McCabe, Allyssa, and Chien-Ju Chang (eds.) 2013. Chinese Language Narration: Culture, Cognition, and Emotion". Concentric: Studies in Linguistics. 40 (2). January 1, 2014. doi:10.6241/concentric.ling.40.2.04.
