Rhyme and alliteration in poems elicited from young children

1989 ◽  
Vol 16 (1) ◽  
pp. 181-202 ◽  
Author(s):  
Ann Dowker
Keyword(s):  
Young Children ◽  
Language Development ◽  
Phonological Awareness ◽  
Special Reference ◽  
Age Differences ◽  
Relative Frequency ◽  
Learning To Read ◽  
Language Play

ABSTRACTAttempts were made to elicit poems from 133 children between the ages of 2 and 6. Seventy-eight of the children produced 606 poems between them. Sixty per cent of the poems contained phonological devices; 42% contained rhyme and 26% contained alliteration. There was no obvious age trend as regards the use of rhyme but the frequency of alliteration declined with age. There were no significant age differences as regards the relative frequency with which different phonemes were manipulated in rhyme and alliteration. The possible functions of such sound-based language play in language development are discussed, with special reference both to children's sound play in crib speech, and to the development of phonological awareness and its importance in learning to read.

What Children Know about Reading before they can Read

1982 ◽  
Vol 164 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Anne Carter ◽  
William T. Stokes
Keyword(s):  
Young Children ◽  
Developmental Stages ◽  
Visual Stimuli ◽  
Metalinguistic Awareness ◽  
Learning To Read ◽  
Formal Instruction ◽  
Poor Predictor

This paper examines the characteristic achievements of children who have not yet begun formal instruction in reading but nevertheless have begun to discover the significance of print. The strategies that fourteen children (mean chronological ages 1;9-5;8) employ to extract meaning from assorted visual stimuli and the children's metalinguistic awareness of these strategies are examined. Three principal strategies are identified: meaning, decoding, and memory. All children showed some competence with each approach but most revealed decided, if temporary, preferences for specific approaches. Clear developmental stages were not found, and age proved a poor predictor of performance. It is argued that young children display substantial metalinguistic awareness of their own approaches to print and that the three distinct strategies used in learning to read may develop simultaneously but independently.

Cervical Spondylotic Myelopathy: Surgical Results and Factors Affecting Outcome with Special Reference to Age Differences

Neurosurgery ◽  
2003 ◽  
Vol 52 (1) ◽  
pp. 122-126 ◽  
Author(s):  
Tomosato Yamazaki ◽  
Kiyoyuki Yanaka ◽  
Hiroaki Sato ◽  
Kazuya Uemura ◽  
Atsuro Tsukada ◽  
...  
Keyword(s):  
Special Reference ◽  
Age Differences ◽  
Cervical Spondylotic Myelopathy ◽  
Surgical Results ◽  
Factors Affecting

scholarly journals Doubling down on serendipity

2017 ◽  
Vol 24 ◽  
Author(s):  
Catherine E. Snow
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Language Development ◽  
Social Interactions ◽  
Social Environment ◽  
Language Skills ◽  
Doctoral Student ◽  
To Come ◽  
Minority View ◽  
The Relationship

The lessons I have learned over the last many years seem always to come in pairs – a lesson about the findings that brings with it a lesson about life as a researcher...Lesson 1. Even as a doctoral student, I believed that the sorts of social interactions young children had with adults supported language acquisition. In 1971, when I completed my dissertation, that was a minority view, and one ridiculed by many. I was, unfortunately, deflected from a full-on commitment to research on the relationship between social environment and language development for many years by the general atmosphere of disdain for such claims. In the intervening years, of course, evidence to support the claim has accumulated, and now it is generally acknowledged that a large part of the variance among children in language skills can be explained by their language environments. This consensus might have been achieved earlier had I and others been braver about pursuing it.[Download the PDF and read more...]

scholarly journals Sproglige kategoriseringer af småbørn

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Lars Holm
Keyword(s):  
Young Children ◽  
Language Development ◽  
Day Care ◽  
Focal Point ◽  
Political Perspective ◽  
Development Processes ◽  
Test Materials ◽  
Linguistic Categorization ◽  
Academic Discourses ◽  
The Way

ResuméFormelle institutionelle kategoriseringer af småbørns sproglige udvikling analyseres i denne artikel dels som et udtryk for bestemte teoretiske positioner og faglige traditioner i måden at betragte sprog og sproglig udvikling på, og dels som normative faglige og politiske perspektiver på, hvordan børns sproglige udvikling bør forstås og forløbe. En analyse af de skiftende kategoriseringer udgør derfor et produktivt omdrejningspunkt for at belyse centrale udviklingsprocesser i rammesætningen af det sprogpædagogiske arbejde i dagtilbud. I artiklen identificeres tre forskellige tilgange til sproglig kategorisering af småbørn inden for dagtilbudsområdet. Artiklen trækker bredt på analyser af lovgivning, faglige diskurser, sproglige testmaterialer og på fremtrædende, nyere programmer og koncepter, der sigter mod at udvikle småbørns sprog. AbstractIn this article, formal institutional categorizations of young children’s language development are analyzed in two ways. Partly as an expression of certain theoretical positions and academic traditions in the way language and language development are considered, and partly as a normative academic and political perspective on how children’s language development should be understood and proceed. Therefore an analysis of the changing categorizations of young children’s language development is a productive focal point to highlight key development processes around the framing of the language work in day care. The article identifies three different approaches to linguistic categorization of young children in day care drawing broadly on analyzes of legislation, academic discourses, linguistic test materials and prominent, newer programs and concepts that aim to develop young children’s language.

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