From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
Subject Index
In this index, the following abbreviations are used: f denotes figure and t denotes table.
Also, Grades 1–3 are grouped under the heading “Early elementary students”, Grades 4–8
are grouped under the heading “Upper elementary students”, and Grades 9–12 are grouped
under the heading “High school students.”
Abstraction. See Contextual abstraction
Abstract metaphors, 116–117, 117t
Abstract nouns, 56–57, 99–103, 102t,
111, 125–131, 127t, 133
Abstract thought, 13–14
Abstract words, 40, 41t
See also Abstract nouns
Academic achievement, 129–130,
150–151, 167
See also School success; Sequential
Tests of Educational Progress
Academic subject reading comprehension,
ix, 262–263, 265–268
See also Science textbook examples
Adjectives, 57, 74, 103–105
Adolescents
ambiguity comprehension, 13–14,
168, 172–174, 183
cognitive development, 5
conversational and narrative speaking, 217–218, 221–229
derivational morphology development, 75–84
idiom and slang comprehension,
139, 143–144, 155–157
metalinguistic competence, 11–13
polysemous terms and, 50
reading comprehension, ix
second-language acquisition, 3, 6, 8,
9–10
social perspective taking, 14
syntactic development, 192–193,
208, 210
text messaging, 218
See also Age and grade progression;
High school students (Grades 9–
12); Upper elementary students
and middle school students
(Grades 4–8)
Adults
ambiguity comprehension, 14, 177
narrative speaking in, 223
second-language acquisition, 3, 6,
8–9
topic maintenance and topic shading,
215–216
word learning in, 39
See also Older learners; Young adults
Adverbial clauses, 44t, 63, 190, 236, 237
Adverbial conjuncts, 202–207, 203t, 226
Adverbs of likelihood and magnitude,
54–56
Advertisements, 172–176, 175t, 184
Aesop, 120
Aesop’s Fables, 119–120, 257
Affixes. See Prefixes and prefix knowledge;
Suffixes and suffix knowledge
African American (AA) children, 150, 220,
223–224
African American English (AAE), 191
Age and grade progression
abstract nouns and words, 40, 41t,
56–57
adverbs of likelihood and magnitude,
54–56
ambiguity comprehension, 13–14,
163–165, 168, 169, 175–176,
179–182
Aristotelian definitions, 96–97, 98
contextual abstraction, 77–78
derivational morphology, 70, 71t–
72t, 74, 76, 78–82, 85, 87–89
315
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
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Subject Index
discourse, 214–217, 214t, 219, 222–
225, 233t, 234–236, 238–240,
239f
double-function terms, 52–54
epistemological expressions, 60
idiom and slang comprehension,
140, 141–145, 147–149, 153–154,
156, 172
linguistic attainments, 17, 19t–22t
metaphor and proverb comprehension, 115, 116–119, 121–129,
131–134, 177–178
morphological analysis, 47, 48,
57–58, 76–77
polysemous terms, 51
prefix and suffix knowledge, 76, 89
reading comprehension, 86–89, 143,
256–268
root word knowledge, 76
spelling knowledge, 90–91, 273t
syntactic development, 188f, 189,
191, 193, 196, 198–203, 206–208
verbs, 59, 60–61, 62
word definition knowledge, 97–110,
102t, 109t
word learning, 39, 40, 41t, 82
word-reading ability, 88–89
written language development,
274–279
Alliteration, 257
Alphabetic code, 256, 260
See also Word-reading ability
Ambiguity comprehension
age and grade progression, 13–14,
163–165, 168, 169, 175–176,
179–182
learning strategies, 184
overview of, 161–176, 168t, 169t,
170t, 171t, 175t
study guide, 185
Ambiguous idioms, 155
Analogical reasoning, 11, 119, 122, 124,
259, 271
Analysis. See Morphological analysis;
Word-reading ability
Anecdotes, 220–221, 223–224
See also Jokes; Narrative speaking
“Ant and Grasshopper,” 121
See also “The Grasshopper and the
Ants”
Antigone (Sophocles), 135
Appositives, 194
Argumentation, 267
See also Counterarguments; Expository discourse; Philosophical
discussions
Aristotelian definitions, 36, 44t, 95–99,
101–104, 110–111
Aristotle, 96
Attempts (narrative speaking), 220
See also Complete episodes
Babies, 6
Baseball knowledge, 242–243
Bilingualism. See Second-language (L2)
acquisition
Blending, 257, 259
Board games, 237
See also Chess knowledge
Brain development, 5, 15
Canadian Achievement Test, 59
CCSS. See Common Core State Standards
(CCSS)
CD. See Clausal density (CD)
CELF (Clinical Evaluation of Language
Functions), 7
CELF-III (Clinical Evaluation of Language
Fundamentals, Third Edition), 30
Certainty versus uncertainty. See Factive
and nonfactive verbs
Characters, 220
Chess knowledge, 231, 245–246
Children. See specific grade groupings; specific types of children
Chinese-English speakers, 7–8
“Circus Stunts,” 259
Clarification. See Request for clarification
Clausal density (CD), 191, 192, 238, 240,
245, 246
Clauses. See specific clauses
Clefting, 194
Clinical Evaluation of Language Functions
(CELF), 7
Clinical Evaluation of Language Fundamentals, Third Edition (CELF-III), 30
Closed-class words, 7
Code switching, 14
Cognitive development, 5, 15
Collaborative narratives, 221, 226–228
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
Subject Index
College students, 268
See also Age and grade progression;
Young adults
Collocation, 207–208
Common Core State Standards (CCSS),
23–24, 232, 267, 272, 274
Common idioms, 140, 141t
Communication units (C-units), 189,
189t, 190, 192
Comparative definitions, 96
Complete episodes, 225, 226
Complete syntax use, 236–242, 239f,
241f
Complex sentences, 187, 188, 210, 211
Compound words, 47–48, 65, 92, 103
Comprehension monitoring, 261
Comprehensive Receptive and Expressive
Vocabulary Test (CREVT), 30
Comprehensive Test of Phonological Processing (CTOPP), 258–259
Concrete metaphors, 116–117, 117t
Concrete noun definitions, 98–99
Concrete nouns, 100, 111, 125–127,
127t, 133
Confidence, 259, 270
Conjunction comprehension, 196–202,
197t, 225–226
See also specific conjuncts
Connectives Reading Test, 199–200
Consequences (narrative speaking), 220
See also Complete episodes
Consumer education, 184
Context-specific syntactic simplification,
208–209
Contextual abstraction
age and grade progression, 77–78
idiom comprehension, 140, 143–
147, 154
literate word strategies, 63
metaphor and proverb comprehension, 118–119, 121–122, 124–
125, 135, 177–180, 183–184, 205
morphological analysis, 47, 77–78
sentence ambiguity, 166–167
word learning, 43–46, 44t–45t
See also Vocal intonation
Conversational genre, 191–194, 192t,
205–206, 210, 238
Conversational speaking
learning strategies, 229
. . . 317
overview of, 213–220, 214t, 228,
245–246
study guide, 230
Coordinating conjuctions, 196–199, 197t
Coping mechanisms, 173, 177, 181–182
Cornell Critical Thinking Test, 59
Correlative conjuctions, 196, 197t
Counterarguments, 219
CPH (Critical period hypothesis), 3–10
CREVT (Comprehensive Receptive and Expressive Vocabulary Test), 30
Critical period hypothesis (CPH), 3–10
Critical-thinking genre, 193
Critical-thinking skills, 23–24, 59
Criticism. See Muted criticism
CTOPP (Comprehensive Test of Phonological
Processing), 258–259
Culture, 139, 140, 149–150, 155, 158, 162
C-units (Communication units), 189,
189t, 190, 192
Curriculum, 12, 24–30
See also Academic subject reading
comprehension; Common Core
State Standards (CCSS); Science
textbook examples
DATMA (Dynamic Assessment Task of
Morphological Analysis), 82–84
Decoding. See Word-reading ability
Decomposition, 70, 86, 87
Definiendum and differentiae, 96
Definitions. See Word definition
knowledge
Denominal adjectives, 74
Derivational morphemes, 47, 136, 273
Derivational morphology
overview of, 65–92, 67t–68t, 71t–72t
reading and, 262
study guide, 93–94
See also Prefixes and prefix knowledge; Suffixes and suffix
knowledge
Derivational Suffix Test, 88–89
Derived adjectives and nominals, 57
Descriptive genre, 193
Dialects, 191
Dictionaries, 42, 43, 48, 63, 261
See also Aristotelian definitions
Direct instruction, 42–43, 46, 51–52, 63,
91–93
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
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Subject Index
Direction giving, 233, 234–236
Discourse genres. See Conversational
speaking; Expository discourse; Narrative speaking; Persuasive genre
Distributional knowledge, 78, 79, 80
Domain knowledge, 238, 242–246, 248,
250
See also Epistemology; Topic
knowledge
Double-function terms, 52–54, 176
Double meanings. See Ambiguity
comprehension
Dual coding hypothesis, 100
Dutch-speaking children, 45, 200–201
Dynamic Assessment Task of Morphological Analysis (DATMA), 82–84
Early elementary students (Grades 1–3)
abstract thought, 13
ambiguity comprehension, 170
CCSS and, 23
classroom language, 24–25
derivational morphology, 73
metalinguistic competence, 12
morphological analysis, 47–48
reading comprehension, 11, 258–261
spoken language development, 216
word definition knowledge, 96
written language development, 274
See also Age and grade progression
Echoic mention theory, 180, 181
Educational levels, 106–107, 133
Elaborated subjects, 194
Embedded episodes, 225
English dialects, 191
English language immersion, 7–8
Environment
brain development and influence
of, 5
reading and writing and role of,
253–254, 269–270
second-language acquisition and, 8,
9–10
simultaneous bilingualism and, 6
word learning and, 39
See also Culture; Exposure
Epaminondas, 222
Episodes, 220, 222, 225–226
Epistemological expressions, 60
Epistemology, 231
European American (EA) children, 150
Event-related brain potential (ERP) techniques, 7
Explicit learning, 8
Expository discourse
adverbial conjuncts, 205–206
importance of, 34
learning strategies, 249–250
overview of, 232–250, 239f, 241f,
247f
school success and, 194
study guide, 250
Expository writing, 275, 276, 277f
Expository Writing (Buck & Woodbridge),
232
Exposure
contextual abstraction, 43, 45–46
idiom comprehension, 145
to literature, 70, 257–258, 260
proverb comprehension, 125, 126
storytelling, 228
syntactic development, 211
See also Culture; Environment
Extracurricular activities, 12
Fables, 120–121, 136, 192, 210
See also Aesop’s Fables
Factive and nonfactive verbs, 61–62
Factually related utterances, 217
“The Fast-Food Restaurant,” 240
Fast mapping, 43
Feelings, 222–224
Figurative language. See Idiom comprehension; Metaphor comprehension; Proverb comprehension; Slang
comprehension
Finite clauses, 190, 237
First-language acquisition, 4–5
See also Syntactic development
Focused turns, 217
Folktales, 121, 136, 222
Football knowledge, 243, 270–271
French-English speakers, 9, 10, 273
French language immersion, 8
Frog, Where Are You? 222–223
Frog Goes to Dinner, 60, 190
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
Subject Index
Fullerton Language Test for Adolescents, 143,
145
Gates-MacGinitie Reading Test, 90, 166
Gender differences, 4, 156, 173, 177, 224
Genre, 191–194, 192t
Gerunds, 44t, 190
Glossaries, 42, 43, 63
See also Aristotelian definitions
GORT-3 (Gray Oral Reading Tests, Third
Edition), 30
Grammatical processing and structures,
7, 10
“The Grasshopper and the Ants,” 257–258
See also “Ant and Grasshopper”
Gray Oral Reading Test, Third Edition
(GORT-3), 30
Hebrew-speaking population, 57, 74,
124–125
Hierarchical organization, 224
High school students (Grades 9–12)
CCSS for, 24, 232
classroom language demands, 28–29,
255
direct instruction, 42–43
metaphor comprehension, 114, 135
morphological analysis, 48
reading comprehension, 265–268
word definition knowledge, 97
word learning, 39
See also Adolescents; Age and grade
progression
“Hired by the Pony Express,” 114, 135
Houghton Mifflin Mathematics, 199
Humor, 167–174, 168t, 169t, 170t, 171t
Idiom comprehension
age and grade progression, 171–172
learning strategies, 158–159
overview of, 139–155, 141t
psychological meaning, 176
study guide, 159–160
I Know Why the Caged Bird Sings (Angelou),
114
Illustrative definitions, 96
Imagery, 99, 100, 127, 128–129, 135,
151–153
. . . 319
Immersion. See English language
immersion
Implicit learning, 8
Individualism. See Linguistic
individualism
Indonesian-English speakers, 9–10
Infants, 6
Inferential comprehension, 263
Infinitives, 44t, 190
Inflectional morphology, 65, 66, 69
See also Suffixes and suffix
knowledge
Information processing hypothesis, 132,
134
Initiating events, 220
See also Complete episodes
Instruction. See Direct instruction
Intelligence test scores, 144–145, 150,
165, 168, 169
See also Academic achievement;
School success
Internal responses (narrative speaking),
222–224
Interpersonal conflicts, 238, 240–242,
241f
Interpersonal style, 216
Interpretation. See Problematic
interpretation
Intersentential growth, 24–30, 187,
202–208, 203t
Intonation. See Vocal intonation
Intrasentential cohesion devices, 226,
227–228
See also Conjunction comprehension
Intrasentential growth, 187, 189, 190–
202, 192t, 195t, 197t
An Introductory Course in Exposition
(Perry), 232
Iowa Project, 30–33, 31t–32t
Italian speakers, 98, 106–107
Japanese-English speakers, 10, 204–205
Jokes, 167–169, 168t, 171t, 173, 220
Kindergarten students, 36, 96, 220–221,
256–258, 274
See also Age and grade progression
Knowledge. See Domain knowledge;
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
320 . . . Subject Index
Spelling knowledge; Syntactic knowledge; Topic knowledge
Language acquisition. See First-language
acquisition; Second-language (L2)
acquisition
Language development, poor. See Iowa
Project
Language development markers, 2–3
Language experience hypothesis, 126,
134, 148, 150
Language learning sources, 11–12
See also Parents; Teachers
Later language development, 1–18,
19t–22t
Learning strategies
ambiguity comprehension, 184
conversational and narrative speaking, 229
expository discourse, 243, 249–250
idiom and slang comprehension,
158–159
metaphor and proverb comprehension, 134–137
reading comprehension, 256–257,
258, 260–261, 265
spelling knowledge, 271, 272
syntactic development, 35–36, 200,
210–211
word definition knowledge, 110–111
word-reading ability, 35, 256–257,
258
written language, 270, 271, 274–280,
277f
See also Scaffolding
Lexical ambiguity
in advertisements, 176
in jokes, 167, 168
in riddles, 169
in sentences, 162, 163, 164, 165,
166
Lexical cohesion, 207–208
Lexical development, 30–33, 31t–32t, 35
Lexical morphemes, 47–48
Lexical substitution, 26
Lexicons, 11, 12, 15, 49–64, 49t
Lexicon–syntax interface, 28
Linguistic individualism, 11–12
Listener engagement, 222, 223, 260
Listening comprehension, 130, 151
See also Receptive tasks
Literacy skills
conjunction comprehension, 198,
200
contextual abstraction, 43, 46
metalinguistic awareness, 171
narrative speaking, 220
polysemous terms, 51
proverb comprehension, 129–130
real-world, 184
role of environment, 253–254
syntactic development, 209–210
See also Academic subject reading
comprehension; Reading comprehension; Word learning; Word
reading ability
Literate lexicons, 49–64, 49t
Literate verbs, 58–61
Literature exposure, 257–258, 260
Lorge-Thorndike Intelligence Tests, 123
Low-frequency syntactic structures,
194–196, 195t, 209
Magnetic resonance imaging (MRI), 5
Matching Familiar Figures Test (MFFT), 164
Mathematic ability, 129, 199
Meanings. See Physical and psychological meanings; Primary and secondary
meanings; Word definition knowledge
Mean length of C-unit (MLCU), 192
Mean length of T-units (MLTU), 193–194,
210, 238, 240, 245, 246, 276
Mean length of utterance (MLU), 4, 191,
210
Mean length of utterance in words (MLUW), 278
Mean number of words. See Communication units (C-units); Terminable units
(T-units)
Memory capacity, 224, 225
Mental imagery, 127, 128–129, 135,
151–153
Mental-imagery strategy, 100
Metacognitive verbs. See Metalinguistic
and metacognitive verbs
Metalexical development, 75
Metalinguistic and metacognitive verbs,
58–61
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
Subject Index
Metalinguistic awareness, 161, 171
Metalinguistic competence, 12–13, 47, 95,
97, 106–107, 108
See also Contextual abstraction; Morphological analysis
Metaphor comprehension, 13, 113–120,
117t, 134–138
Metaphoric words. See Double-function
terms
Metasemantic hypothesis, 126, 133, 134,
148–149, 153
MFFT (Matching Familiar Figures Test), 164
“The Mice in Council,” 192
Middle school students. See Upper elementary students and middle school
students (Grades 4-8)
Mixed metaphors, 116
MLCU (Mean length of C-unit), 192
MLTU. See Mean length of T-units (MLTU)
MLU (Mean length of utterance), 4, 191,
210
MLU-W (Mean length of utterance in
words), 278
Modal auxiliary verbs, 194
“The Monkey and the Dolphin,” 192
Morphological ambiguity, 170
Morphological analysis, 46–48, 63–65,
136, 261–262, 272–273
See also Derivational morphology
Morphological awareness, 70, 260
Morphologically complex words, 57–58,
71t–72t, 76–84, 91–93
Morphological Relatedness Test, 88
Motivation
expository discourse and, 232, 236,
246, 248, 249–250
linguistic individualism, 11
second-language acquisition,
9–10
for written language, 270
MRI (Magnetic resonance imaging), 5
Muted criticism, 182
Narrative genre, 191, 192, 192t, 193, 194,
210
Narrative speaking, 214t, 219–229, 230
Narrative writing, 275–276
National Educational Development Tests,
144
. . . 321
Neale Analysis of Reading Ability, Revised,
151
Negative definitions, 96
Nelson-Denny Reading Test, 87
Neutral versus nonneutral derivatives, 69,
74, 76, 78, 79, 80, 85, 86
New Zealand children, 150–151
Nominal clauses, 44t, 63, 190, 236, 237
Nonfactive verbs. See Factive and nonfactive verbs
Nonfinite clauses, 237
Nonfinite verbs, 190, 194
Nonneutral derivatives. See Neutral versus
nonneutral derivatives
Nouns, 103–106
See also Abstract nouns
Older learners, 8
See also Adolescents; Adults
Opaque idioms, 145–146, 147, 149, 151,
153
Open-class words, 7
Operational definitions, 96
Oral word-reading, 86, 87
See also Pronunciation; Word-reading
ability
Oregon Statewide Assessment, 129
Oxford Dictionary of Slang, 159
Parents, 9–10, 253, 254
See also Environment
Partial word knowledge, 40, 42
Participles, 44t, 190
Passive voice, 194
Past tense counterfactuals (PCFs), 195–196
PATs (Progressive Achievement Tests), 130,
151
PCFs (Past tense counterfactuals),
195–196
PCR (Peer Conflict Resolution task), 238,
240–242, 241f
Peabody Picture Vocabulary Test, Revised
(PPVT-R), 30, 119, 170
Peabody Picture Vocabulary Test, Third Edition, 84
Peer admiration, 226, 228, 249
Peer communication, 218, 220
Peer Conflict Resolution (PCR) task, 238,
240–242, 241f
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
322 . . . Subject Index
Peer interaction, 173–174
Penguin Dictionary of English Idioms, 159
Perfect aspect, 194
Personal anecdotes, 220, 221, 223–224
Personality, 216
Perspective-related utterances, 217
Persuasive genre, 193
Persuasive writing, 206, 207, 210, 274–
275, 276, 278–279
Philosophical discussions, 218–219
See also Argumentation; Expository
discourse
Phonemes, 256
Phonetic changes, 73, 74
See also Neutral versus nonneutral
derivatives
Phonetic spelling, 271–272
Phonics, 257
Phonological ambiguity, 163, 164, 168,
169
Phonological awareness, 256–258
See also Word-reading ability
Physical and psychological meanings,
52–54, 174, 176
Piagetian theory, 97, 168
Pleasure reading, 35, 264–265
Political knowledge, 244–245
Pollution knowledge, 243–244
Polysemous terms, 49, 50–52
See also Double-function terms
Postmodification, 194
PPVT-R (Peabody Picture Vocabulary Test,
Revised), 30, 119, 170
Pragmatic ambiguity, 170
Predicative metaphors, 113, 114
Prefixes and prefix knowledge, 46–47, 48,
57, 65, 66t, 76
Prepositional phrases, 194
Preschool children, 50, 63, 274
Primary and secondary meanings, 49,
50–52
Problematic interpretation, 219
Problem-solving styles, 164
Production tasks, 73, 74, 81, 86
See also Oral word-reading; Spoken
communication
Progressive Achievement Tests (PATs), 130,
151
Pronunciation, 76–77
See also Oral word-reading; Wordreading ability
Proportional metaphors, 114, 119, 120
Proverb comprehension
about, 120–121
abstraction and, 13, 121–131, 127t,
177–180, 183–184
development of, 121–125
learning strategies, 136–137
through the life span, 133–134
as measures of later language development, 11
mental imagery, 128–129
study guides, 137–138, 159–160
word knowledge, 131–133
Psychological meanings. See Physical and
psychological meanings
Psychological metaphors, 117, 118–119,
135–136
Puberty, 3, 7–8
See also Adolescents
Reader confidence, 259
Reader engagement, 248
Reading comprehension
about, 255–256
adolescent academic subjects and
difficulty in, ix
age and grade progression, 86–89,
256–268
ambiguity comprehension, 166
Aristotelian definitions, 101,
102–103
conjunction use, 198
contextual abstraction, 43
derivational morphology, 84, 86–89
idiom comprehension, 140, 144,
145, 150, 151
Iowa Project results, 30–33, 31t–32t
as a language learning source, 11
learning strategies, 256–257, 258,
260–261, 265
narrative speaking, 220
proverb comprehension, 130
study guide, 281
vocabulary size, 40
writing, topic knowledge, and,
270–271
See also Literacy skills; Science
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
Subject Index
textbook examples; Word-reading
ability
Reading exposure, 70
Reading fluency, 260
See also Literacy skills
Reading for pleasure, 35, 264–265
Reading proficiency. See Literacy skills
Reading readiness, 256–258
Reading to learn, 262
See also Academic subject reading
comprehension; Science textbook
examples
Real-world literacy, 184
See also Advertisements
Reasoning. See Analogical reasoning
Receptive tasks, 73, 74
See also Listening comprehension
Reciprocal teaching, 264
Relational knowledge, 78
Relative clauses, 44t, 63, 190, 191, 236,
237
Request for clarification, 219
Rhyme, 257
Riddles, 169, 169t, 170, 170t, 171, 171t
Roles and Responsibilities of Speech-Language
Pathologists in Schools (ASHA), 34
Root word knowledge, 66, 68–69, 76, 78,
91, 103
SAE (Standard American English), 191
SALT. See Systematic Analysis of Language
Transcripts (SALT)
Sarcasm, 177–184, 185
SAT (Scholastic Aptitude Test), 267
Scaffolding, 254, 270
Scholastic Aptitude Test (SAT), 267
School-based speech–language pathologists, 33–36
See also Learning strategies
School success
adverbial conjuncts, 203
conjunction comprehension, 199
derivational morphology, 92–93
expository discourse, 194
idiom comprehension, 140
narrative speaking, 219–220
reading assignment completion,
267–268
reading readiness, 256–257
. . . 323
study guide, 37
syntax competence, 262
word definition knowledge, 95
See also Academic achievement
Science textbook examples, 24–29
Secondary meanings. See Primary and
secondary meanings
Second-language (L2) acquisition, 3,
5–10, 43, 45–46, 150, 156–157, 205
Segmenting, 257
Semantic feature hypothesis, 116
Semantic processing, 7
Semantic transparency, 69
Sensory imagery, 99, 100
Sentence ambiguity, 162–167
Sentence comprehension, 142–143
Sentences. See Intersentential growth;
Intrasentential growth
Sequential Tests of Educational Progress,
200
Setting, 220
Sight-reading, 258, 259, 260
See also Oral word-reading
Similes, 44t, 113–114
Simple sentences, 187, 210, 211
Simultaneous bilingualism, 6
Slang comprehension, 14, 139–140,
155–157, 159–160
Snow White, 221
Social language modification, 11
Social perspective taking, 14, 136–137,
183
Socrates, 95
Spanish-speaking children, 190–191
Specimens of Exposition (Lamont), 232
Speech–language pathologists. See Schoolbased speech–language pathologists
Spelling knowledge, 76–77, 90–91,
271–273, 273t
Spoken communication
adverbial conjuncts and ease of,
203
CCSS, 232
idioms and slang terms, 140
as a language learning source, 11
metalinguistic and metacognitive
verbs, 60–61
syntactic development, 188, 189,
190, 194
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
324 . . . Subject Index
word learning, 39
See also Expository discourse
Sports, 237
See also Baseball knowledge; Football
knowledge
Sportscasting, 209
Standard American English (SAE), 191
Stanford Achievement Test, 198
Story grammar, 220
Storytelling, 221, 222–223, 228
Study-abroad programs, 8
Subordinate clauses, 190–191, 210
See also specific clauses
Subordinate conjunctions, 196, 197t, 198,
199, 201
Successive bilingualism, 8
Suffixes and suffix knowledge, 46–48, 57,
65, 67t–68t, 75–76, 78–81, 91
See also Derivational Suffix Test
Syllable deletion, 257, 259
Synonyms, 44t, 207, 208
Syntactic ambiguity, 162, 163, 164, 165,
166, 168, 169
Syntactic development
age and grade progression, 188f
causes of, 209–210
complete syntax use, 236–242
expository discourse, 236–238, 239f,
240, 241f, 242
intersentential growth, 202–208,
203t
intrasentential growth, 187, 189,
190–202, 192t, 195t, 197t
Iowa Project results, 30–33, 31t–32t
learning strategies, 35–36, 200,
210–211
study guide, 211–212
Syntactic knowledge, 78–79, 80
Syntactic structures. See Low-frequency
syntactic structures
Syntax competence, 262
See also Complete syntax use
Systematic Analysis of Language Transcripts (SALT), 206, 237, 238, 245,
275, 276
Teachers, 9–10
See also Learning strategies; Reciprocal teaching
“Technology Day,” 272
Teenage Mutant Ninja Turtles, 182
Terminable units (T-units), 189, 191, 193,
237, 276
See also Mean length of T-units
(MLTU)
Test of Language Development: Primary, 73
Textbook demands, 24–30, 110–111
See also Academic subject reading
comprehension; Science textbook
examples
Texting terms, 139
Text messaging, 218
Text structures, 120
Theme comprehension, 263–264
Topic knowledge, 270–271
See also Domain knowledge
Topic maintenance, progressions, shading,
and transitions, 215–217
Track and Field News, 264
Transparent idioms, 146–147, 149,
151–152, 153
T-units. See Terminable units (T-units)
Uncommon idioms, 140, 141t
United Kingdom children, 151
Upper elementary students and middle
school students (Grades 4-8)
abstract thought, 13–14
CCSS for, 23–24
classroom language, 25–28, 36
direct instruction, 42
humor comprehension, 172–173
metalinguistic competence, 12
metaphor and proverb comprehension, 114, 116, 120–121
morphological analysis, 46–47, 48
morphologically complex words,
71t–72t
reading comprehension, 144–145,
261–265
slang terms, 158
spoken language development, 226
word definition knowledge, 96–97
written language development, 39–
40, 243–244, 248, 275
See also Adolescents; Age and grade
progression
Utterance length. See Mean length of
From Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th Ed., M. A Nippold, 2016, Austin, TX: PRO-ED. Copyright 2016 by PRO-ED, Inc.
Subject Index
C-unit (MLCU); Mean length of T-units
(MLTU)
Verbal analogy problems, 11
Verbal-associative strategy, 100
Verbs, 58–62, 103–106, 190, 194
Vicarious anecdotes, 220–221
Visual cues, 77
Vocabulary. See Lexical development;
Lexicons; Word definition knowledge;
Word learning
Vocal intonation, 163, 177, 178–180, 181,
183
Wechsler Individual Achievement Test, 89–90
Woodcock Reading Mastery Tests, 88, 89,
170
Woodcock Reading Mastery Tests, Revised
(WRMT-R), 259
See also Clinical Evaluation of Language Fundamentals, Third Edition
(CELF-III)
Word definition knowledge, 15, 95–112,
102t, 109t, 115–117
Word learning
age and grade progression, 39, 40,
41t, 82
ambiguity comprehension, 166,
170–171
conjunction use, 198
literacy skills and rate of, 39
literate word strategies, 63–64
metalinguistic and metacognitive
verbs, 59
methods of, 42–49, 44t–45t
morphological analysis, 70, 77–84,
91–93
proverb comprehension, 131–132
study guide, 112
word definition quality, 98
See also Lexicons; Root word
knowledge
Word-reading ability
alphabetic code, 256, 260
ambiguity comprehension, 166, 170
. . . 325
derivational morphology, 88–89
Iowa Project results, 30–33, 31t–32t
learning strategies, 35, 256–257, 258
Oral word-reading, 86, 87
phonological awareness, 256–258
reading fluency, 260
sight-reading, 258, 259, 260
spelling knowledge, 271, 272
See also Reading comprehension
Writer confidence, 270, 275
Written language
about, 254, 268–269
adverbial conjuncts, 206
CCSS, 232
idioms, 140
as a language learning source, 11
learning strategies, 270, 271, 274–
280, 277f
metalinguistic and metacognitive
verbs, 61
reading, topic knowledge, and spelling, 270–273, 273t
study guide, 281
syntactic development, 188, 189,
190, 193–194, 198, 200, 209–210
word learning, 40, 42
See also Expository discourse; Persuasive writing
WRMT-R (Woodcock Reading Mastery Tests,
Revised), 259
Young adults
adverbs of magnitude, 56
ambiguity comprehension, 180
cognitive development, 5
conversational speaking, 217
double-function terms, 54
metalinguistic competence, 13
social perspective taking, 14
word definition knowledge, 99–100
See also College students
“Zomo’s Friends,” 121, 136–137
Zone of proximal development, 254, 270