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ching the column order of the games and to enhance awareness of new vocabulary. And can be a way of home to introduce players to new vocabulary
 Sentence Development. Parents communicate with children via short sentences, ask questions and listen to them talk. Encourage your child to re-tell the story while you talked once.

Chapter 4   Language Development in Late Childhood

4.1 Development linguistic knowledge and language use across adolescence.
By 3 to 3.5 years of age, most normal children have mastered the basic morphological and syntactic structures of their language. When children grow to 4 or 5 years, they will go to kindergarten. Therefore, when children are in kindergarten or school, how language continues to develop across the school, in the domain of later language development.
School vocabulary reflects a considerable change in quality. Advanced vocabulary involves items that are more marked, that is greater in length, less frequent, semantically more specialized, and on a more formal level of usage than the everyday oral vocabulary of younger children. Between grade and high school age, vocabulary use shows increasing sensitivity to level of usage or linguistic register, alternating between everyday colloquial language and slang usages in casual conversation and higher-register. More formal usages in academic expository discourse. During late childhood, some changes in lexical density and diversity across the school years are statistically supported by current research.
Linguistic literacy involves” gaining increased control over a larger and more flexible linguistic repertoire and simultaneously becoming more aware of one’s own spoken and written language systems. It involves both linguistic variation-access to a range of different types of language use from everyday con-versa ion to academic writing and met linguistic awareness, in order to learn from one’s own linguistic output and input.
Knowledge and use of language thus develop into adolescence and beyond in vocabulary and quality clause-level and inter-clausal syntax, on-literal language, metalinguistic awareness, written language, and extended discourse. Research converges to reveal a significant cut-off point between grade school and junior high school children, on the one hand, and high school students, on the other, in use of more advanced and higher-level lexicon and syntax, access to more communicatively appropriate levels of usage, expository compared with narrative discourse, and writing compared with speech.
4.2 Language and literacy in bilingual children in the early school years
 Now in China, almost schools set up English courses, child study Chinese, at the same time, they start to learn English. Starting from practice, we found that the bilingual children's learning is conducive to the improvement of cognitive ability. This modal not only increase children’s language abilities, but also expand children’s’ knowledge of foreign cultures.
 The results show that bilingual children learn and develop a greater level of cognitive processing of relevant, especially when the processing following the significant effects. The balanced development of English and Chinese, to a certain extent, promoting the development of the level of processing methods. Proficiency in English, help children gets successive training and processing 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。