PRESCHOOLERS’ DEVELOPING MORPHOSYNTACTIC SKILLS
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Transcript of 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**
• 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
• Morpheme Age Mastery**
• -ing 19-28 mos.
• Regular plural –s 27-33 mos.
• Possessive –s 26-40 mos.
• Past tense –ed 26-48 mos.
• Regular 3rd person –s 26-46 mos.
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
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
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.
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.”
II. DEVELOPING SYNTACTIC ELEMENTS
• A. Basic Sentence Constituents
2. Clause
3. Sentence
4. Noun phrase**
• Sentence role filled by people and objects
• The boy is blowing out his candles.
5. Verb phrase**
• Actions or relationships that are central to the sentence
• The girl lifts the beach ball.
• **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
Youtube
• Weird Al Yankovich Word Crimes
B. Noun Phrase Elements
• 2. Pronouns— a group of forms that can replace nouns or entire noun phrases**
• I, he, she, we, you, it, they (and variations of those)
• Common errors: me/I, him/he, her/she, them/they
• 3. Noun suffixes
• comparatives, superlatives, derivationals; preschoolers begin to use these accurately between 3-5 years of age
The derivational noun suffix -er
C. Verb Phrase Elements
Copula verbs– to be verbs that serve syntactically as the main verbs in
sentences
More examples of copula verbs:**
• He is a boy scout.
• They were in their car.
• I am happy.
• **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)
By 5 years of age…**
• Children have mastered most verb forms
Youtube examples…
III. BASIC SENTENCE STRUCTURE (review)
• A. Types of Sentences
3. Passive**• Noun in subject phrase is passive
and is acted on by noun in verb phrase
• The toy was played with by the child.
• The boat was painted by the woman.
• The notes were taken by the students.
4. Negative
B. Complex and Compound Sentences**
• Independent or main clause—can stand alone
• Dependent or subordinate clause—cannot stand alone
• 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)
• 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)
Coordinating conjunctions:
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.
Rescorla, L., & Turner, H.L. (2015, April). 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 expressive language
The study found:
Thus…
How can we help parents be motivated to seek early intervention
for their LTs?
Power Point Outline**• I. Mastering Grammatical Morphemes
• II. Developing Syntactic Elements
• III. Basic Sentence Structure