1. Linguistic and
Literacy
Development of
Children and
Adolescent

2. Linguistics is the words a person
uses to express themselves.
Talking, singing, and sharing with people
they can converse with. Literacy is the
written words a person reads or
writes, not expecting conversation.
Development of anything is the way it
grows or changes as we do. Kids chat
about kid things and read kid books.
Adults usually only do with and for
kids.

3. Natural History of
Language Development
 traditionally language development
depend upon the principle of
reinforcement.
the principle of reinforcement is a
psychological concept based on the idea
that the consequence of an action will
influence the future behavior.

4.  other learning theorist is
language primarily learned
through imitation.

5.  “father of modern
linguist”
 proposed the nativist
approach to language
development which
asserts that children
have an innate Language
Acquisition Device (LAD)
an inborn mechanism that
encourages and facilitates
language learning and
enables them to learn a
Noam language early and
Chomsky quickly.

6. Modern theorist hold an
interactionist view that
recognizes children as
biologically prepared for
language but requires extensive
experience with spoken
language for adequate
development.

7.  emphasizes the critical
roles parents and early
caregivers play in
language development.
 proposed the Language
Acquisition Support
System (LASS). This
typically means that
Jerome the parents, as agents
of the culture, speak
Bruner slowly to the child.

8. The Antecedent of
Language Development
What do you mean of the word
“antecedent”?
It means that which precedes or goes
before. So therefore, antecedents of the
language development talks about the way
or means which help the child to prepared
him/her learn the language.

9. Here are the following devices
that make up the antecedent:
PSEUDODIALOGIES
 this is one of the early training
devices characterized by the give
and take conversation between the
child and the mother or other
person. Adult maintains the flow of
conversation.

10. PROTODECLARATIVES
 an infant uses gestures to
make some sort of statement
about an object.

11. PROTOIMPERATIVES
 gestures of an infant or young
child may use to get someone to
do something he or she wants.
Children can make statement
about things and get other people
to do things for them.

12. Bilingual Language
Development
Bilingualism are the children
learn two languages
simultaneously, puts children to an
advantage in terms of language
proficiency. It affords advanced
cognitive skills, flexibility of
thought and greater acceptance of
peers from other cultural
backgrounds.

13. Cognitive Advantages of Bilingualism
1. Bilingualism does not impact on early
language milestone like babbling.
2. In bilingual homes, infants readily
discrimination between the two languages
phonologically and grammatically.
3. Learning a grammatical device as using
“s” to denote plurals in one language
facilitate learning corresponding devices
in other language.

14. 4. Bilingualism is associated with an
advantage in metalinguistic ability, or
capacity to think about language among
pre-school and school age children.
5. Most bilingual children manifest
greater ability than monolingual
children when it comes to focusing
attention on language.

15. Cognitive Disadvantages of
Bilingualism
1. Limited vocabulary.
2. Think more slowly in the language in which
they have the lesser fluency.
3. Parents who choose bilingualism should
consider whether they can help their children
achieve fluency in both languages.
4. Children who speak their immigrant parent’s
tend to be attached to their parent’s culture.

16.  bilingual parents should weigh the
advantages and disadvantages of the
bilingualism and decide on the kind of
linguistic environment they will provide
their children.
 “motherese” – parents find a way to
understand the children’s special words
for things. Kind of adaptation done by
the parents in the process of learning
the language.

17. Code switching
 is a special linguistic and
social skill. Sometimes
students read the text in
English and mentally
translate it into their native
language for easier
understanding.

18. Language and culture have
important implications for how children
learn in school and how teachers teach
language. Some implications are:
1.Children use the four language system at the
same time in the process of communicating
2. Children bring their unique backgrounds of
experience to the process of learning.
3. Children’s cultural and linguistic diversity
impact on the student’s learning process.

19. Emergent and Early Literacy:
Reading Development and
Performance
 From birth, infants listen to sounds of
speech and that of their native language.
Babbling starts at the end of the second
month. This usually reflects the sounds
they hear in the native language, at the
age of 12 months, infants utter the first
word. It is only in the second year where
their is vocabulary expansion.

20. Holophrase
 Children may communicate single
words not only to name things but
also to communicate more complex
thoughts.
 the first stage of language
acquisition.

21. Fast mapping
 is the child’s ability to map the meaning
of a new word onto a referent after
hearing the word used on context just
once.
Vocabulary explosion
is the rapid addition of new words to
toddlers vocabulary which usually occurs
late in the second year.

22. What is Emergent Literacy?
Emergent literacy is a term first used by
Marie Clay to describe how young children interact
with books and when reading and writing, even
though they could not read or write in the
conventional sense. A vast amount of research has
since been done within the fields of
psychology, child
development, education, linguistics, and sociology.
Emergent literacy is a gradual process that takes
place over time from birth - until a child can read
and write in what we consider to be a conventional
sense. A key to the term literacy is the
interrelatedness of all parts of language:
speaking, listening, reading, writing, and viewing.
It is never too early to begin reading to a child.

23. Parents can promote early
Parents can promote early literacy development for
literacy development for toddlers and preschoolers by:
infants by:
* surrounding children with a
* introducing cloth or cardboard literature rich environment filled
books with brightly colored with
pictures books, magazines, games, etc.
* reading books that have * reading simple stories with one
rhyme, rhythm and repetition central character and a basic
like nursery rhymes plot
* pointing out words in the * responding to questions your
environment (such as on child might have about print in
signs, etc) and explaining the your house or elsewhere in the
meaning of the words environment
* supporting early writing by
making sure that
paper, crayons, pencils and
markers are available

24. Factors Affecting
Development:
According to Dr. Gail
E.Tompkins (2002), Piaget recognizes
that children are naturally curious
about the world, objective and
motivated learners.

25. Early Language Stimulation
Learning occurs through the process
of equilibrium. Disequilibrium often times
referred to as cognitive conflict arises
from encounters that a child cannot
understand not assimilate. A child in this
case, frets, gets confused, feels agitated
so that the compelled to seek for a
balance with the environment. The balance
called equilibrium.

26. When confronted with an
environment that is new but
comprehensible, the child is able
to make sense of it. When the
child’s schema can accommodate
the new information then the
disequilibrium caused by the new
experience will motivate the child
to learn, thus regaining a higher
development.

27. The three steps of the process are:
1. Disruption of equilibrium by the
introduction of new information.
2. Occurrence of disequilibrium
followed by the dual process f
assimilation and accommodation
function: and
3. Attainment of equilibrium at higher
developmental level.

28. The process of equilibrium is
repetitive. Its happen again and
again throughout the day. Learning
occurs only when new information is
not too difficult. New but difficult
information cannot be easily related
to what is already
known, hence, there is no learning.
This is true to both children and
adults. Assimilation is made possible
and with too familiar information
which can be easily accommodated.

29.  Russian psychologist
asserted that children
learn through socially
meaningful
interactions and that
language is both social
and an important
facilitator of learning.
Lev
Vygotsky

30.  Vygotsky describes learning in two levels.
The actual development level, in which the
children perform a task on his/her own. The
second level is potential development level, at
which children perform a task with assistance.
This is the reason why children need help of
adults to do more difficult things.
 Vygotsky also believed that a child learns
more when a task he/she attempting to do is
within the zone of proximal development. It is
the tasks that a child can perform with
guidance but cannot independently. In
contrast, children learn little from doing tasks
that they can already do independently.

31. Scaffold is a term used by Vygotsky and
Jerome Bruner as a metaphor to describe
adults’ contributions to children’s learning.
Scaffolds are support mechanisms that
adults provide to help children to perform
tasks successfully. Adults show support
when they demonstrate, guide, supply
information, and make complex task
simple. A sign that a child is ready to be
functioning independently is when he/she
show signs of knowledge and experience
that make them ready to perform a task.

32. The 3 components of the roles of
teachers in guiding students’ learning:
1.Teachers mediate or augment children’s
learning through social interaction.
2.Teachers are flexible and provide support
based on feedback from children as they
engaged in the learning task.
3.Teachers vary the amount of support
from very explicit to vague, to suit
children’s needs.

33.  Egocentric speech means talking
to them self orally. This is done by
children when they are playing alone.
Even older children or adults also do
this, it seemed to guide them in their
thinking. Vygotsky calls children’s
egocentric speech as “self-talk”. It is
talking to them self mentally rather
than orally. Self-talk becomes inner
speech that guides children in their
learning.

34. The following are ideas contributed by
the constructivist and sociolinguistic
learning theorists:
1.Students actively participate in
learning.
2.Students learn by associating new
information to acquired knowledge.
3.Students organize their knowledge in
schemata.

35. 4.Students consciously and
automatically use skills and strategies
as learning progresses.
5.Students learn through social
interactions.
6.Teachers provide scaffolds for
students.

36. Literate Communities and
Environment
ELEMENTARY CLASSROOMS
 Serves as venue for language acquisition.
Can be modified to include many facets to facilitate.
Desk and tables should b grouped.
There should be separate areas to serve as listening
 center, computer center and a center for dramatic activities.
There should be provided literacy play centers.
A democratic classroom is an advantage.

37. TEACHER
Plays multi-faceted role in a language classroom.
Serves as knowledge providers only.
Assumed a more complex role in creating a
classroom environment that will be conducive to
learning.
Make sure the school becomes a real life for
students.
Serves as models.
They are the classroom managers.

38. Story Reading
A story is a particular kind of narrative
discourse identified by its structure, features
, content and language. Structurally three
basic elements – setting , character and plot.
Young children are aware of what makes a
story. Knowledge about stories is called a
concept of story. It includes knowing the
elements, structure such as plot
, character, setting ,theme and information
about the authors style and conventions.
Children's concept is usually intuitive. They are
not conscious of what they know.

39. Key Concepts in Story Reading
(Tompkins, 2002)
1.The concept of story is acquired by reading
and writing stories and by learning about the
elements of story structure.
2.Stories are distinguished from other forms
of writing by their unique structural elements.
3.Teachers present about the elements
of story structure and students apply what
they have learned from stories read.

40. 4.The concept of story informs and supports
the reading of stories which is done
aesthetically.
5.Comprehension involves three factors.
6.Teachers involve students in varied
activities to development student’s use all
five comprehensive process.
7.Students read and write stories as part of
literature focus units , literature circles
,reading and writing workshop , and theme
cycles.

41. Exceptional Development:
 Language disorder refers to any
systematic deviation in the way people
speak, listen, read, write or sign that
interferes with their ability to
communicate with their peers.
 Language disability covers a wide
spectrum of dysfunction as in fluency and
articulation disorders.

43. Aphasia
 is the loss of ability to use and understand
language. It excludes other language disorders
caused by physical conditions such as deafness.
 can be categorized according to the
particular are of the brain that is damaged into
receptive, expressive and global aphasias.
 aphasia disorders usually develop quickly as
a result of head injury or stroke, and progressive
forms of aphasia develop slowly from a brain
tumor, infection, or dementia.

44. Aphasia can be categorized according
to the particular language:
Receptive aphasia
 also known as Wernicke’s aphasia, fluent
aphasia, or sensory aphasia. It results from a
lesion to a region in the upper back part of
temporal lobe of the brain called Wernicke’s
area. People afflicted with this type of aphasia
manifest no difficulty in articulation or
disfluency. Their language is characterized by
excessive fluency.

45. Expressive aphasia
 (non-fluent aphasia), also known as Broca's
aphasia is one subset of a larger family of
disorders known collectively as aphasia. It is
characterized by the loss of the ability to produce
language (spoken or written).
Global aphasia
 is a type of aphasia that is commonly
associated with a large lesion in the perisylvian
area of the frontal, temporal and parietal lobes of
the brain causing an almost total reduction of all
aspects of spoken and written language.

46. DYSLEXIA

47. It is popularly known as word blindness.
In Piper 1998, Dyslexia is defined as a
defective reading.
In 1968, the World Federation of
Neurologists defined dyslexia as a
“disorder” in children.
In U.S National Institutes of
Health, dyslexia is a learning disability
that can hinder a persons ability to read.

48. Three types of Dyslexia that can affect
the child’s ability to read:
Trauma Dyslexia
- occurs injury to the area of the brain
that controls reading and writing.
Primary Dyslexia
- it is a dysfunction of, rather than
damage to the left side of the brain (cortex)
and does not change with age.
Secondary or Developmental Dyslexia
- it is felt to be caused by hormonal
development during the early stages of fetal
development.

49. Three different functions of Dyslexia:
Visual Dyslexia
- the inability to write symbols in the
correct sequence.
Auditory Dyslexia
- involves difficulty with sounds of
letters or groups of letters.
Dysgraphia
- refers to the child’s difficulty
holding and controlling a pencil so that the
correct marking can be made on the paper.

50. Three main kinds of approaches to dealing
with Dyslexia:
Developmental Approach
- is based on the belief that dyslexic children
may have slower brain development, simply
intensifies conventional methods of instruction
Corrective approach
- using small groups in tutorial
sessions, but it emphasizes a child's assets and
interests. Those who use this method hope to
encourage children to rely on their own special
abilities to overcome their difficulties.
Remedial approach
Try to resolve the specific educational and
psychological problems that interfere with learning.

51. Posterior Alexia
Dejerine, describe the syndrome of Posterior
Alexia in adult who could write but not read.
Two forms of Alexia:
Optic Alexia
- is seen in adults with occipital lesions where
letters similar in configuration are mistaken from
another.
Verbal Alexia
- associated with occipital lesions where
patients could easily recognize letters but could not
grasp whole word

52. Sigmund Freud
Dysgnosia
- A cognitive disorder, especially one resulting from
a mental disorder or disease.
- It means loss of the ability to recognize objects

53. Agnostic Dyslexia
- patients can read but throw a
slow, letter by letter analysis of a
word.
Agnosia or Absence of Knowledge
- is a loss of ability to recognize
objects, persons, sounds, shapes, or
smells while the specific sense is not
defective nor is there any significant
memory loss.

54. THANK YOU!!... (^_^)