Linguistics Chapter 8 School age Years And Beyond Developing Later Language Multiple Choice

Document Type
Test Prep
Book Title
Language Development From Theory to Practice 3rd Edition
Khara L. Pence Turnbull, Laura M. Justice
Test Bank
Chapter 8: School-Age Years and Beyond Developing Later Language
Multiple Choice
1. Starting at around age 8-10 years, children shift to getting more of their language input from:
a. Peers
b. Conversation
c. Text
d. Parents
2. In the first phase of the initial reading (decoding) stage, children make errors that are
a. Semantically probable
b. Graphemically similar
c. Syntactically improbable
d. Phonetically similar
3. Reading that is efficient, well-paced, and free of errors is said to be:
a. Smooth
b. Fluent
c. Confident
d. Errorless
4. The ability to _______________________________ is most closely related to children’s
awareness of spelling sequences in words and their reading development.
a. Blend sounds to make words
b. Segment words into onset-rime segments and individual phonemes
c. Segment sounds from words
d. Blend syllables together
5. _________________________________ is the most complex phonological awareness ability
and does not develop until around age 7 years.
a. Onset-rime segmentation
b. Blending sounds
c. Sound manipulation
d. Segmenting sounds from words
6. A __________________________________ conveys similarity between two ideas or objects
by stating that the ideas/objects are the same.
a. Metaphor
b. Proverb
c. Fable
d. Simile
7. ___________________________________ are expressions containing both a literal and a
figurative meaning.
a. Similes
b. Sarcasm
c. Hyperbole
d. Idioms
8. ___________________________________ is a form of figurative language that refers to a
specific individual’s failure to meet an expectation.
a. Irony
b. Sarcasm
c. Rhetoric
d. Hyperbole
9. School-age children’s understanding of sarcasm and irony is related to their:
a. Reading comprehension
b. Academic achievement
c. Morphosemantic ability
d. Theory of mind
10. ___________________________________ are statements expressing the conventional
values, beliefs, and wisdom of a society.
a. Proverbs
b. Idioms
c. Metaphors
d. Similes
11. _________________________________ refers to developmentally advanced grammatical
structures that mark a literate, or decontextualized, language style.
a. Story grammar
b. Abstraction
c. Complex syntax
d. Morphological awareness
12. The goal of _______________________________ is to adopt a particular point of view and
convince the reader to adopt the same stance or to take action consistent with that point of
a. Narrative writing
b. Persuasive writing
c. Expository text
d. Procedural discourse
13. ______________________________ about the meaning of a word bring an individual’s
personal knowledge or background knowledge to the text.
a. Logical inferences
b. Pragmatic inferences
c. Bridging inferences
d. Personal inferences
14. _______________________________ (a form of sentential ambiguity) occurs when a
listener confuses the boundaries between words.
a. Phonological ambiguity
b. Surface-structure ambiguity
c. Deep-structure ambiguity
d. Lexical ambiguity
15. At around age __________________, children begin to use more sophisticated strategies in
conversation, such as providing additional background information and defining terms to
repair breakdowns when they occur.
a. 3 years
b. 5 years
c. 7 years
d. 9 years
16. ________________________________ involves telling a story about personal experiences,
or retelling a story a person has heard or read.
a. Event casts
b. Accounts
c. Recounts
d. Fictionalized stories
17. _________________________________ are elements that provide more detail to the setting
and characters.
a. Appendages
b. Orientations
c. Evaluations
d. Episodes
2. Women tend to use more _____________________________ than men.
a. Negative emotion words
b. Competitive speaking strategies
c. We-words
d. Politeness strategies
3. Older adults have more difficulty than younger adults in understanding
_________________________________, or the characteristics of speech that convey
a. Pause time
b. Vocal intensity
c. Speech rate
d. Affective prosody
4. In language sample analysis, _____________________________ apply to written language
transcripts and include only complete sentences
a. T units
b. C units
c. TTR
d. TNW
5. An appropriate way to measure understanding of idioms is to use which task/assessment?
a. Picture selection
b. Formal assessment
c. Language sampling
d. Summative assessment
1. What are the five stages that comprise the pre-reading stage?
1. What is “ungluing from print”?
2. How are similes different from metaphors?
3. Give examples of three types of morphophonemic development.
4. How can retelling fables be particularly useful?
5. Briefly describe three types of lexical ambiguity that occur at the word level.
6. Why is functional flexibility important for school-age children?
7. What are the three important factors related to the comprehension of expository text?
8. Name three measures of language use that can be used for school-age children.
Chapter 8: School-Age Years and Beyond Developing Later Language
Multiple Choice

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