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Julie Language Analysis

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Review 1: Text
A. Overall comprehension

It is viable to assess that 3;3 year old Julie’s language comprehension is on target from analyzing these video clips, as development is fairly predictable for typically developing children. J. understands both yes/no and more advanced wh-word questions, which emerge between Late Stage II to Early Stage III (p. 184). Cathy says to J., “Do you know when your birthday is?” J. responds, “June 22nd.” She also doesn’t hesitate in answering Chris when he asks, “Besides strawberries, what other kind of berries do you like?” J. does have trouble with why questions, which are later developing (Late Stage III to Early Stage IV). When asked, “Why is the baby bird sad?” J. ignores the question. Linguistic comprehension …show more content…

176). J. properly uses many bound morphemes, including inflectional and contractions. When J. is asked what the baby bird is doing she answers by saying, “Getting into trouble, lying on the chair.” She correctly added the inflectional present progressive –ing morpheme to both getting and lying to illustrate that this action is currently taking place. She also used the inflectional plural –s morpheme correctly when she said, “My raspberries are grown in the garden.” Despite her correct use of inflectional plural –s in most instances, J. makes a common error by overextending this rule to include all nouns. She says, “E’s going to have macaronis and I’m gonna have macaronis and cheese.” After the rule for making nouns plural by adding –s is learned, children improperly conclude that this rule should work for all nouns. Generally, irregular forms are not mastered until Stage V (p. 177). Upon examining her original sentence again, “E’s going to have macaronis and I’m gonna have macaronis and cheese,” one will see that the inflectional morphemes in this sentence (possessive –s and the progressive –ing) are used correctly. She also uses the contraction morpheme (I’m) …show more content…

During this time, fast mapping is used to quickly incorporate words into the child’s lexicon (perhaps “bistro” will become one of them), sometimes at a rate of nine new words per day (p.185-186). J’s content includes parts of speech such as: articles (the, a), main verbs (fly, eat), nouns (chair, nest), proper nouns (Chris, Max), pronouns (he, they), adjectives (sad), and prepositions (in, on). Some examples of J’s more complex vocabulary include: museum, restaurant, macaroni, strawberries, raspberries, and lollipop. When recapping Where the Wild Things Are, J. begins to make an error of not using an antecedent for the pronoun (he), but backtracks to clarify. She says, “So he… Max, then puts his wild things suit on and sailed away to where the wild things are.” After she’s introduced Max and the wild things, she goes on to use the correct subjective pronouns (he and they). J. correctly sorts out that the singular pronoun he works for Max, but when referring to the wild things, the group pronoun they is

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