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\author{Suzie C Dixon (suzie22dixon)}
\pdfinfo{
  /Title (a-level-english-language-paper-1-content.pdf)
  /Creator (Cheatography)
  /Author (Suzie C Dixon (suzie22dixon))
  /Subject (a level english language paper 1 content Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{a level english language paper 1 content Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{Suzie C Dixon (suzie22dixon)} via \textcolor{DarkBackground}{\uline{cheatography.com/212965/cs/46392/}}}
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}Suzie C Dixon (suzie22dixon) \\
  \uline{cheatography.com/suzie22dixon} \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 23rd May, 2025.\\
   Updated 18th May, 2025.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
  www.readability-score.com
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\begin{tabularx}{5.377cm}{x{1.28156 cm} x{0.82386 cm} x{2.47158 cm} }
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\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Stages of Child Language Acquisition - SPEECH}}  \tn
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{\bf{Stage}} & {\bf{Age range}} & {\bf{Description}} \tn 
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Pre linguistic & 0-12 months & Cooing, babbling, and non-verbal communication. \tn 
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Single Word & 12-18 months & Use of single words to convey whole ideas. \tn 
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Two-Word & 18-24 months & Combination of two words to form simple sentences. \tn 
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Early Multi Word & 24-30 months & Formation of short sentences with basic grammar. \tn 
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Later Multi Word & 30+ months & More complex sentences and improved grammar. \tn 
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Mature Language Stage & 5+ years & Use of complex sentences and ability to engage \tn 
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\begin{tabularx}{5.377cm}{x{1.34379 cm} x{3.63321 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Constructivist Theories of Literacy Development}}  \tn
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{\bf{Jean Piaget}} & Children actively acquire and categorize information on their own. \tn 
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 & Learning is a self-directed process where children construct knowledge through experiences. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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{\bf{Uta Frith}} & Developed stages of literacy development to track reading progress. \tn 
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 & Stage 1: Logographic (recognizing logos and familiar words) \tn 
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 & Stage 2: Alphabetic (understanding letter-sound relationships) \tn 
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 & Stage 3: Orthographic (developing fluency and understanding complex words) \tn 
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\begin{tabularx}{5.377cm}{x{2.09034 cm} x{2.88666 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Sociocultural Theories of Literacy Development}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Key Concepts}}} \tn 
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{\bf{Positioning:}} & Falls halfway between constructivist and ecological theories. \tn 
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{\bf{Teaching Moments:}} & A child's environment and skills create opportunities for learning. \tn 
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{\bf{Emergent Literacy Theory:}} & Also known as "emergent literacy theory," it emphasizes the interactive nature of learning. \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{THEORISTS}}} \tn 
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{\bf{Marie Clay}} & A child's development is shaped by interactions with peers, family, and their environment. \tn 
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 & Literacy development is influenced by social contexts and relationships. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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{\bf{Lev Vygotsky}} & Children learn best through collaboration with more experienced individuals (e.g., teachers, parents). \tn 
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 & The importance of social interaction and connection in the learning process. \tn 
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\begin{tabularx}{5.377cm}{x{1.94103 cm} x{3.03597 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Ecological Theories of Literacy Development}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Key Concepts}}} \tn 
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Environmental Focus: & Emphasises the environment in which a child learns. \tn 
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Inter relation ships: & Examines the connections between a child and their various networks (family, community, school). \tn 
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Maturationist Perspective: & Places emphasis on nature over nurture, suggesting that development is primarily influenced by biological factors. \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{THEORIST}}} \tn 
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{\bf{Paulo Freire}} & Aims to understand the learning environment to identify factors that facilitate or hinder knowledge acquisition. \tn 
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 & Recognises the importance of context in education and the need to address environmental influences on learning. \tn 
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 & Highlights the significance of understanding the learning context to improve educational outcomes. \tn 
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\begin{tabularx}{5.377cm}{x{1.74195 cm} x{3.23505 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Phonics in Literacy Development}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Key Concepts}}} \tn 
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{\bf{Analytic Approach:}} & Does not teach phonemes independently; instead, it breaks down words into key sections: \tn 
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 & Onset: The initial consonant or consonant bunch (e.g., 'cr' in "crab" or 'b' in "bat"). \tn 
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 & Rime: The vowel and any following consonants in a syllable (e.g., 'amp' in "stamp," 'all' in "ball," 'unk' in "junk") \tn 
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{\bf{Purpose:}} & Helps children recognize and use patterns in their literacy development \tn 
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 & B+all → "ball" \tn 
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 & F+all → "fall" \tn 
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\begin{tabularx}{5.377cm}{x{1.84149 cm} x{3.13551 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Approaches to Teaching Phonics}}  \tn
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{\bf{Synthetic Approach:}} & Teaches phonemes independently from reading. \tn 
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 & Example: Sounds out individual phonemes (e.g., /k/, /a/, /t/ for "cat"). \tn 
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 & Focuses on blending sounds to form words. \tn 
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{\bf{Analytic Approach:}} & Focuses on breaking down words into onsets and rimes. \tn 
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 & Encourages recognition of patterns within words. \tn 
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Nativist Theory - Chomsky}}  \tn
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{\bf{Biological Predisposition:}} & Humans are biologically predisposed to acquire language. \tn 
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\mymulticolumn{2}{x{5.377cm}}{Humans are born with an innate ability to acquire language.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{This innate ability is often referred to as the Language Acquisition Device (LAD).} \tn 
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{\bf{Universal Grammar:}} & Suggests that the ability to acquire language is inherent in all humans. \tn 
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 & Implies that all languages share a common structural foundation. \tn 
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{\bf{ Language Acquisition Device (LAD)}} & An innate mechanism that enables children to learn language naturally. \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Comparison with Behaviorist Perspectives}}} \tn 
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{\bf{NATIVIST}} & {\bf{BEHAVIOURIST (ie SKINNER)}} \tn 
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Language acquisition is an inherent ability. & Language learning is primarily a result of environmental conditioning and reinforcement. \tn 
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Emphasizes the role of biological factors in language development. & Suggests that children learn language through imitation and rewards. \tn 
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Nativist Theory - Chomsky (cont)}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Key Features of the LAD}}} \tn 
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{\bf{Innate Linguistic Capacity:}} & The LAD is believed to be part of the innate linguistic capacity present in all humans. \tn 
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{\bf{Unconscious Analysis:}} & Allows children to unconsciously analyze the language input they receive and enables them to extract underlying linguistic patterns and structures. \tn 
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{\bf{Activation and Refinement:}} & Through exposure to linguistic input in their environment, children activate and refine their innate language abilities. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Nativist Approaches to Child Language}}} \tn 
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{\bf{Key Argument: Poverty of the Stimulus}} & The poverty of the stimulus argument is a central tenet of Chomsky's nativist theory. \tn 
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\mymulticolumn{2}{x{5.377cm}}{Chomsky posited that the linguistic input children receive is often {\bf{insuffient}} and {\bf{incomplete}}} \tn 
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\mymulticolumn{2}{x{5.377cm}}{This input does not account for the complexity and variability of language structures that children acquire.} \tn 
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Nativist Theory - Chomsky (cont)}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{Despite limited and sometimes ambiguous input, children can:} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Generate an infinite number of grammatically correct sentences.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Comprehend complex language structures.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{The ability to generate and understand language suggests that children possess} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Innate linguistic knowledge that guides language acquisition.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{OVERALL}}} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Supports Chomsky's assertion that language learning is not solely due to environmental factors but stems from an inherent biological predisposition.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Criticisms of Nativist Theory}}} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Lack of Empirical Evidence for the Language Acquisition Device (LAD)} \tn 
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\mymulticolumn{2}{x{5.377cm}}{- critics argue that there is insufficient empirical evidence to support the existence of the LAD as a distinct cognitive mechanism.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Underestimation of Environmental Factors} \tn 
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\mymulticolumn{2}{x{5.377cm}}{- criticized for downplaying the significant role that environmental factors and social interactions play in language acquisition} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Lack of Consideration for Individual Differences} \tn 
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\mymulticolumn{2}{x{5.377cm}}{- does not adequately account for individual differences in language development, such as variations in learning styles, cognitive abilities, and cultural influences} \tn 
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Interactionist Theory - Lev Vygotsky}}  \tn
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{\bf{Combination of Biological and Social Factors:}} & Language acquisition results from a combination of biological predispositions and social interactions. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Learning Through Interaction:} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Children learn language through interactions with caregivers and other social experiences.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Sociocultural Theory:} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Vygotsky's sociocultural theory emphasizes the importance of social interaction and cultural context in language development.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Meaningful Interactions:} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Children acquire language through meaningful interactions with more knowledgeable individuals (typically adults or peers) who provide guidance and support.} \tn 
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{\bf{Zone of Proximal Development:}} & The gap between independent capabilities and potential with guidance. \tn 
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{\bf{ Private Speech:}} & Self-directed speech that aids in self-regulation and cognitive development. \tn 
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 & Allows children to plan, monitor, and evaluate their actions. \tn 
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Interactionist Theory - Lev Vygotsky (cont)}}  \tn
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 & Vygotsky observed that young children often engage in private speech during problem-solving tasks or play activities. \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Case Study: "Thirsty Crow" - Vygotsky}}} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Research Conducted By: Peggy J. Miller and colleagues (2006).} \tn 
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\mymulticolumn{2}{x{5.377cm}}{- To investigate how young children's use of private speech influences their problem-solving abilities.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{TASK}}} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Children were required to use the tools to raise the water level in the tube so that the floating object would rise to the top, simulating the story of the crow dropping stones into a pitcher to access water.} \tn 
% Row Count 18 (+ 5)
% Row 21
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{\bf{Key Findings}} & Children who engaged in private speech during the task were more successful in solving the problem compared to those who did not use private speech. \tn 
% Row Count 26 (+ 8)
% Row 22
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 & Talking to oneself aloud during problem-solving tasks, considered a crucial tool for self-regulation and cognitive development according to Vygotsky. \tn 
% Row Count 34 (+ 8)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Interactionist Theory - Lev Vygotsky (cont)}}  \tn
% Row 23
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\mymulticolumn{2}{x{5.377cm}}{Private speech allows children to:} \tn 
% Row Count 1 (+ 1)
% Row 24
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\mymulticolumn{2}{x{5.377cm}}{- Externalize their thoughts.} \tn 
% Row Count 2 (+ 1)
% Row 25
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{- Plan their actions.} \tn 
% Row Count 3 (+ 1)
% Row 26
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{- Monitor their progress.} \tn 
% Row Count 4 (+ 1)
% Row 27
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\mymulticolumn{2}{x{5.377cm}}{- Leads to more effective problem-solving strategies.} \tn 
% Row Count 6 (+ 2)
% Row 28
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 6 (+ 0)
% Row 29
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Implications for Vygotsky's Theory}}} \tn 
% Row Count 7 (+ 1)
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Empirical Support:}}} \tn 
% Row Count 8 (+ 1)
% Row 31
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\mymulticolumn{2}{x{5.377cm}}{The findings of the "Thirsty Crow" study provide empirical support for Vygotsky's theory of child language acquisition.} \tn 
% Row Count 11 (+ 3)
% Row 32
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\mymulticolumn{2}{x{5.377cm}}{Highlights the significant role of private speech in facilitating cognitive processes such as problem-solving.} \tn 
% Row Count 14 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.23965 cm} x{2.73735 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Child-Directed Speech (CDS)}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{Also known as "motherese" or "parentese."} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{A distinctive style of speech that adults use when communicating with infants and young children.} \tn 
% Row Count 3 (+ 2)
% Row 2
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 3 (+ 0)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Characteristics of Child-Directed Speech}}} \tn 
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% Row 4
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Simplified Vocabulary: & Use of simple words and phrases appropriate for the child's comprehension level. \tn 
% Row Count 8 (+ 4)
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 8 (+ 0)
% Row 6
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Shorter Sentences: & Involves shorter and more syntactically simple sentences compared to adult-directed speech. \tn 
% Row Count 13 (+ 5)
% Row 7
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 13 (+ 0)
% Row 8
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Exaggerated Intonation: & High-pitched, sing-songy voice fluctuations that capture the child's attention. \tn 
% Row Count 17 (+ 4)
% Row 9
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 17 (+ 0)
% Row 10
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Repetition: & Frequent repetition of words and phrases to reinforce important concepts. \tn 
% Row Count 21 (+ 4)
% Row 11
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 21 (+ 0)
% Row 12
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Clear Articulation: & Caregivers articulate words clearly and slowly to aid comprehension. \tn 
% Row Count 25 (+ 4)
% Row 13
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 25 (+ 0)
% Row 14
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Heightened Emotional Expression: & Exaggerated facial expressions and gestures to engage the child emotionally. \tn 
% Row Count 29 (+ 4)
% Row 15
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 29 (+ 0)
% Row 16
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Labelling: & Caregivers label objects, actions, and emotions to help children connect words with their meanings. \tn 
% Row Count 34 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.23965 cm} x{2.73735 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Child-Directed Speech (CDS) (cont)}}  \tn
% Row 17
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 18
\SetRowColor{white}
Question Answer Format: & Engaging children in conversation through a question-answer format to encourage participation. \tn 
% Row Count 5 (+ 5)
% Row 19
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 5 (+ 0)
% Row 20
\SetRowColor{white}
Use of Pronouns: & Frequent use of pronouns like "you," "me," and "we" to establish social connections. \tn 
% Row Count 9 (+ 4)
% Row 21
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 9 (+ 0)
% Row 22
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Functions of Child-Directed Speech}}} \tn 
% Row Count 10 (+ 1)
% Row 23
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Tailored Linguistic Input: & Provides input that matches the child's current level of language comprehension and production abilities. \tn 
% Row Count 15 (+ 5)
% Row 24
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 15 (+ 0)
% Row 25
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Gradual Exposure to Complexity: & Gradually exposes children to more complex language structures as they develop. \tn 
% Row Count 19 (+ 4)
% Row 26
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 19 (+ 0)
% Row 27
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Fostering Social Interaction: & Enhances bonding and social interaction between caregivers and children. \tn 
% Row Count 23 (+ 4)
% Row 28
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 23 (+ 0)
% Row 29
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Motivation for Language Learning: & Increases the child's motivation to engage in language learning. \tn 
% Row Count 26 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Behaviorist Theory - B.F. Skinner}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{Language is learned through imitation, reinforcement, and conditioning.} \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 2 (+ 0)
% Row 2
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Support for the Key Idea}}} \tn 
% Row Count 3 (+ 1)
% Row 3
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{\bf{Imitation}} & Children learn by imitating the speech they hear around them. \tn 
% Row Count 7 (+ 4)
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 5
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{\bf{Reinforcement}} & Children are reinforced when they produce correct language, encouraging further use of those forms. \tn 
% Row Count 12 (+ 5)
% Row 6
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 12 (+ 0)
% Row 7
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Overview of B.F. Skinner}}} \tn 
% Row Count 13 (+ 1)
% Row 8
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{\bf{Background}} & Skinner (1904-1990) was an American psychologist, behaviorist, inventor, and social philosopher. \tn 
% Row Count 18 (+ 5)
% Row 9
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 18 (+ 0)
% Row 10
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{\bf{Environmental Influence}} & language development is primarily influenced by environmental factors, particularly through operant conditioning. \tn 
% Row Count 24 (+ 6)
% Row 11
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 24 (+ 0)
% Row 12
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Mechanisms of Language Learning}}} \tn 
% Row Count 25 (+ 1)
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{\bf{Operant Conditioning}} & Children learn language through reinforcement and shaping \tn 
% Row Count 28 (+ 3)
% Row 14
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 & They imitate and produce verbal behaviors that are reinforced by caregivers and significant individuals. \tn 
% Row Count 34 (+ 6)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Behaviorist Theory - B.F. Skinner (cont)}}  \tn
% Row 15
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 16
\SetRowColor{white}
{\bf{Stimulus-Response Associations}} & Language acquisition is viewed as a result of stimulus-response associations and reinforcement, similar to any other learned behavior. \tn 
% Row Count 7 (+ 7)
% Row 17
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 18
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Reinforcement Types}}} \tn 
% Row Count 8 (+ 1)
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{\emph{Positive Reinforcement}} & Praise or attention given when children produce desired language behaviors. \tn 
% Row Count 12 (+ 4)
% Row 20
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{\emph{Negative Reinforcement}} & Correction or redirection when children produce undesirable language behaviors. \tn 
% Row Count 16 (+ 4)
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 16 (+ 0)
% Row 22
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\mymulticolumn{2}{x{5.377cm}}{Through repeated exposure to reinforcement contingencies, children gradually learn to produce appropriate linguistic responses in various social contexts.} \tn 
% Row Count 20 (+ 4)
% Row 23
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 20 (+ 0)
% Row 24
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Criticisms of Behaviorist Theory - B.F. Skinner}}} \tn 
% Row Count 22 (+ 2)
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{\bf{Overlooks Creative and Generative Aspects:}} & The behaviorist approach fails to account for the creative and generative nature of language use, where individuals can produce novel sentences that they have never heard before. \tn 
% Row Count 31 (+ 9)
\end{tabularx}
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\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Behaviorist Theory - B.F. Skinner (cont)}}  \tn
% Row 26
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{\bf{Inability to Explain Novel Utterances}} & The theory does not adequately explain how children can produce grammatically correct utterances that they have never encountered, as demonstrated by the Wug Test, which shows children's ability to apply grammatical rules to unfamiliar words. \tn 
% Row Count 13 (+ 13)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{1.54287 cm} x{3.43413 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Usage-Based Theory - Michael Tomasello}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{Language is learned through exposure to language in use.} \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Children acquire language by observing patterns in language usage.} \tn 
% Row Count 4 (+ 2)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{They build their understanding based on the input they receive from their environment.} \tn 
% Row Count 6 (+ 2)
% Row 3
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Tomasello rejects Chomsky's concept of an innate universal grammar.}}} \tn 
% Row Count 8 (+ 2)
% Row 4
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 8 (+ 0)
% Row 5
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Usage-Based Approach:}}} \tn 
% Row Count 9 (+ 1)
% Row 6
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Intention Reading: & Understanding the intentions behind others' communicative acts. \tn 
% Row Count 12 (+ 3)
% Row 7
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Pattern Finding: & Identifying and generalizing patterns in discourse interactions with others. \tn 
% Row Count 15 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Tomasello (1950-) is an American developmental and comparative psychologist and linguist}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
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\begin{tabularx}{5.377cm}{p{0.54924 cm} x{2.01388 cm} x{2.01388 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Jeanne Chall's Stages of Literacy Development}}  \tn
% Row 0
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\mymulticolumn{3}{x{5.377cm}}{{\bf{Stages of Literacy Development}}} \tn 
% Row Count 1 (+ 1)
% Row 1
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{\bf{Stage 0}} & Pre-reading (Ages 0-5) & Children develop an understanding of the concepts of print. \tn 
% Row Count 5 (+ 4)
% Row 2
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 &  & Exposure to books, storytelling, and phonemic awareness. \tn 
% Row Count 9 (+ 4)
% Row 3
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{\bf{Stage 1}} & Initial Reading and Decoding (Ages 5-7) & Children learn to decode words and recognize simple texts. \tn 
% Row Count 13 (+ 4)
% Row 4
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 &  & Focus on phonics and basic sight words. \tn 
% Row Count 16 (+ 3)
% Row 5
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{\bf{Stage 2}} & Confirmation and Fluency (Ages 7-8) & Children gain fluency in reading and begin to read for meaning. \tn 
% Row Count 20 (+ 4)
% Row 6
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 &  & Increased vocabulary and comprehension skills. \tn 
% Row Count 23 (+ 3)
% Row 7
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{\bf{Stage 3}} & Reading for Learning (Ages 8-14) & Reading becomes a tool for learning new information. \tn 
% Row Count 27 (+ 4)
% Row 8
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 &  & Children read to acquire knowledge across various subjects. \tn 
% Row Count 31 (+ 4)
\end{tabularx}
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\vfill
\columnbreak
\begin{tabularx}{5.377cm}{p{0.54924 cm} x{2.01388 cm} x{2.01388 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{3}{x{5.377cm}}{\bf\textcolor{white}{Jeanne Chall's Stages of Literacy Development (cont)}}  \tn
% Row 9
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{\bf{Stage 4}} & Multiple Viewpoints (Ages 14-18) & Readers can understand and analyze texts from different perspectives. \tn 
% Row Count 5 (+ 5)
% Row 10
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 &  & Development of critical thinking and interpretation skills. \tn 
% Row Count 9 (+ 4)
% Row 11
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{\bf{Stage 5}} & Construction and Reconstruction (Ages 18+) & Readers can integrate and synthesize information from multiple sources. \tn 
% Row Count 14 (+ 5)
% Row 12
\SetRowColor{white}
 &  & Focus on advanced comprehension and analytical skills. \tn 
% Row Count 18 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}---}
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Reading Development}}  \tn
% Row 0
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{\bf{Grapheme:}} & A grapheme is a letter or a combination of letters that represents a sound in a language. \tn 
% Row Count 5 (+ 5)
% Row 1
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 & The letter "s" or the blend "ch." \tn 
% Row Count 7 (+ 2)
% Row 2
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{\bf{Phoneme:}} & A phoneme is the smallest unit of sound in a word, representing the sound of a letter or a blend of letters. \tn 
% Row Count 13 (+ 6)
% Row 3
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 & The phoneme /k/ in the word "cat." \tn 
% Row Count 15 (+ 2)
% Row 4
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 15 (+ 0)
% Row 5
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Approaches to Teaching Reading}}} \tn 
% Row Count 16 (+ 1)
% Row 6
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{\bf{"Look and Say" (Meaning Emphasis)}} & This approach emphasizes understanding the meaning of whole words rather than breaking them down into sounds. \tn 
% Row Count 22 (+ 6)
% Row 7
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 & Children are encouraged to recognize and memorize whole words, which helps in developing sight word recognition. \tn 
% Row Count 28 (+ 6)
% Row 8
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 & Often used alongside phonics to provide a balanced approach to reading instruction. \tn 
% Row Count 33 (+ 5)
\end{tabularx}
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\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Reading Development (cont)}}  \tn
% Row 9
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 10
\SetRowColor{white}
{\bf{"Phonics" (Code Emphasis)}} & This approach emphasizes the relationship between letters and sounds, teaching children how to decode words. \tn 
% Row Count 6 (+ 6)
% Row 11
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 & Children learn to sound out words by understanding the phonetic components, which helps them read unfamiliar words. \tn 
% Row Count 12 (+ 6)
% Row 12
\SetRowColor{white}
 & Phonics instruction is crucial for developing foundational reading skills and promoting independent reading. \tn 
% Row Count 18 (+ 6)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.38896 cm} x{2.58804 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Reading to Writing and Theories of Reading}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Transition from Reading to Writing}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{The transition from reading to writing is crucial for language development.} \tn 
% Row Count 3 (+ 2)
% Row 2
\SetRowColor{LightBackground}
{\bf{Components of Writing:}} & Formulation of ideas \tn 
% Row Count 5 (+ 2)
% Row 3
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 & Mastery of grammar, syntax, and vocabulary \tn 
% Row Count 8 (+ 3)
% Row 4
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{\bf{Benefits:}} & Refinement of language skills \tn 
% Row Count 10 (+ 2)
% Row 5
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 & Expansion of expressive and communicative abilities \tn 
% Row Count 13 (+ 3)
% Row 6
\SetRowColor{LightBackground}
 & Improvement in verbal communication \tn 
% Row Count 15 (+ 2)
% Row 7
\SetRowColor{white}
 & Overall enhancement of language proficiency \tn 
% Row Count 18 (+ 3)
% Row 8
\SetRowColor{LightBackground}
{\bf{key reference}} & Frith (1985): Emphasizes the connection between reading and writing in language development. \tn 
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% Row 9
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 23 (+ 0)
% Row 10
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Frith's Theory of Child Reading Acquisition}}} \tn 
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% Row 11
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{\bf{Stage One: Logographic Stage}} & Processing words as visual symbols rather than letter combinations. \tn 
% Row Count 28 (+ 4)
% Row 12
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 & Recognition of some letters or words by their shape and visual features. \tn 
% Row Count 32 (+ 4)
\end{tabularx}
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\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.38896 cm} x{2.58804 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Reading to Writing and Theories of Reading (cont)}}  \tn
% Row 13
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 & Instant recognition of familiar symbols and logos. \tn 
% Row Count 3 (+ 3)
% Row 14
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\emph{Example: A child drawing letters in the sand or using letter magnets to form combinations.}}} \tn 
% Row Count 5 (+ 2)
% Row 15
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 5 (+ 0)
% Row 16
\SetRowColor{white}
{\bf{Stage Two: Alphabetic Stage}} & Understanding letter-sound relationships. \tn 
% Row Count 8 (+ 3)
% Row 17
\SetRowColor{LightBackground}
 & Systematic use of phonemes and combinations to decode words. \tn 
% Row Count 11 (+ 3)
% Row 18
\SetRowColor{white}
 & Recognition of whole word graphic sequences (viewing written words as a whole). \tn 
% Row Count 15 (+ 4)
% Row 19
\SetRowColor{LightBackground}
 & Development of internal representations of whole words and parts of words. \tn 
% Row Count 19 (+ 4)
% Row 20
\SetRowColor{white}
 & Adoption of a systematic approach to reading. \tn 
% Row Count 22 (+ 3)
% Row 21
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 22 (+ 0)
% Row 22
\SetRowColor{white}
{\bf{Stage Three: Orthographic Stage}} & Ability to recognize words quickly and accurately. \tn 
% Row Count 25 (+ 3)
% Row 23
\SetRowColor{LightBackground}
 & Shift from reliance on phonological strategies to visual recognition. \tn 
% Row Count 29 (+ 4)
% Row 24
\SetRowColor{white}
 & Increased awareness of letter patterns, spelling conventions, and irregularities in words. \tn 
% Row Count 34 (+ 5)
\end{tabularx}
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\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.38896 cm} x{2.58804 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Reading to Writing and Theories of Reading (cont)}}  \tn
% Row 25
\SetRowColor{LightBackground}
 & Use of visual memory to recognize recurring spelling patterns. \tn 
% Row Count 4 (+ 4)
% Row 26
\SetRowColor{white}
 & Emphasis on recognizing whole words and understanding the visual structure of written language. \tn 
% Row Count 9 (+ 5)
% Row 27
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 9 (+ 0)
% Row 28
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Theories of Writing Acquisition}}} \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{1. The Creative Approach}}} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Encourages children to experiment creatively with language.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Emphasizes trial and error in the writing process.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Supports children in making mistakes as a natural part of learning.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Focuses less on accuracy and more on expression and creativity.} \tn 
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{\bf{Benefits:}} & Fosters a love for writing and exploration of language. \tn 
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 & Allows children to develop their unique voice and style. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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\mymulticolumn{2}{x{5.377cm}}{{\bf{2. The Rule-Based Approach}}} \tn 
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% Row 38
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\mymulticolumn{2}{x{5.377cm}}{Suggests that understanding the conventions of writing leads to more rapid progress.} \tn 
% Row Count 27 (+ 2)
% Row 39
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\mymulticolumn{2}{x{5.377cm}}{Emphasizes the importance of learning grammar, punctuation, and spelling rules.} \tn 
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% Row 40
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\mymulticolumn{2}{x{5.377cm}}{Advocates for structured instruction in writing conventions.} \tn 
% Row Count 31 (+ 2)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.38896 cm} x{2.58804 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Reading to Writing and Theories of Reading (cont)}}  \tn
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{\bf{Benefits:}} & Helps children become fluent readers and writers more quickly. \tn 
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% Row 42
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 & Provides a solid foundation for effective communication. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 44
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Dr. Kathy Barclay's Stages of Writing Development}}} \tn 
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\mymulticolumn{2}{x{5.377cm}}{In 1996, Dr. Kathy Barclay identified seven distinct stages of children's writing development. Understanding these stages can help educators and parents support children as they progress in their writing skills.} \tn 
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% Row 46
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Stages of Writing Development}}} \tn 
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{\bf{Scribbling}} & Random marks on a page without recognizable letters or words. \tn 
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 & Provide blank paper and writing tools; engage in conversation about their scribbles to validate their efforts. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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{\bf{Mock Handwriting}} & Lines of wavy scribbles that often accompany drawings, resembling cursive writing. \tn 
% Row Count 30 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.38896 cm} x{2.58804 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Reading to Writing and Theories of Reading (cont)}}  \tn
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 & Children may revisit this stage as they continue to develop their writing skills. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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{\bf{Mock Letters}} & Children create letter-like shapes that resemble conventional alphabet letters. \tn 
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% Row 54
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 & This stage indicates an emerging understanding of letter formation. \tn 
% Row Count 13 (+ 4)
% Row 55
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 56
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{\bf{Conventional Letters}} & The first recognizable word is often the child's name. Children may write strings of letters that they read as sentences. \tn 
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% Row 57
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 & This stage marks a significant step towards conventional writing. \tn 
% Row Count 24 (+ 4)
% Row 58
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 24 (+ 0)
% Row 59
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{\bf{Invented Spelling}} & Children cluster letters to form words, even if the spelling is unconventional. \tn 
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% Row 60
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 & Children may ask adults, "What did I write?" indicating their desire for validation and understanding. \tn 
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\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.38896 cm} x{2.58804 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Reading to Writing and Theories of Reading (cont)}}  \tn
% Row 61
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 62
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{\bf{Approximated or Phonetic Spelling}} & Children begin to associate sounds with letters, leading to more accurate spelling attempts. \tn 
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 & This stage reflects an understanding of the relationship between sounds and written language. \tn 
% Row Count 10 (+ 5)
% Row 64
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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{\bf{Conventional Spelling}} & Children start to use standard spelling conventions, demonstrating a solid grasp of language rules. \tn 
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% Row 66
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 & This stage signifies a mature level of writing proficiency. \tn 
% Row Count 18 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{James Britton}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{James Britton was an influential educator and researcher who made significant contributions to the understanding of writing instruction in schools. His work has had a lasting impact on educational practices related to writing.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Teacher and later held various roles at the Institute of Education in London.} \tn 
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% Row 2
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\mymulticolumn{2}{x{5.377cm}}{Led a major research group that investigated writing instruction in schools.} \tn 
% Row Count 9 (+ 2)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 4
\SetRowColor{LightBackground}
{\bf{Survey of Students:}} & Conducted a comprehensive survey involving 2,000 students to explore how writing is taught across different educational settings. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 6
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{\bf{Findings:}} & His research highlighted the diverse approaches to writing instruction and the importance of understanding students' experiences and needs in the writing process. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 8
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Impact on Writing Education}}} \tn 
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% Row 9
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\mymulticolumn{2}{x{5.377cm}}{Britton's work emphasized the significance of effective writing instruction and the need for educators to adapt their teaching methods to better support students' writing development.} \tn 
% Row Count 30 (+ 4)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{James Britton (cont)}}  \tn
% Row 10
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\mymulticolumn{2}{x{5.377cm}}{His findings have influenced curriculum design and teaching strategies, promoting a more student-centered approach to writing education.} \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 12
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Purposes of Writing in Schools}}} \tn 
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{\bf{Building a Relationship with the Teacher:}} & Writing serves as a means for students to connect with their teachers, fostering communication and understanding. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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{\bf{Aiding Learning:}} & Writing helps children organize and extend their knowledge, allowing them to process and internalize information more effectively. \tn 
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 17
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{\bf{Categorizing and Exploring Experiences:}} & Writing provides a platform for children to reflect on and categorize their own experiences, enhancing their self-awareness and understanding of the world. \tn 
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% Row 18
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 19
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\mymulticolumn{2}{x{5.377cm}}{{\bf{Types of Writing}}} \tn 
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{\bf{Expressive Writing:}} & The first type of writing that children develop, characterized by a first-person perspective. \tn 
% Row Count 31 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{James Britton (cont)}}  \tn
% Row 21
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 & Primarily concerned with the self, allowing children to explore their identity and personal experiences. \tn 
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% Row 22
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\mymulticolumn{2}{x{5.377cm}}{} \tn 
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% Row 23
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{\bf{Poetic Writing:}} & Often referred to as 'literary' writing, this includes stories, poems, and other creative forms. \tn 
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 & This type of writing is promoted in early education as it encourages children to think about the craft of writing and express their creativity. \tn 
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% Row 25
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 19 (+ 0)
% Row 26
\SetRowColor{white}
{\bf{Transactional Writing:}} & Writing that serves a specific purpose, such as creating instructions, reports, or other informative texts. \tn 
% Row Count 25 (+ 6)
% Row 27
\SetRowColor{LightBackground}
 & In this type of writing, the author can adopt a more impersonal tone, allowing for a detachment from personal feelings and focusing on conveying information clearly. \tn 
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\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{p{0.4977 cm} p{0.4977 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{HELPFUL LINKS FOR MEANING AND REP QUESTIONS}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{\seqsplit{https://www.google.com/url?sa=t\&source=web\&rct=j\&opi=89978449\&url=https://www.youtube.com/watch\%3Fv\%3DMCV4a9CzCcs\%26pp\%3D0gcJCdgAo7VqN5tD\&ved=2ahUKEwi\_\_daY\_6yNAxUuXUEAHcmGBUAQtwJ6BAgSEAI\&usg=AOvVaw0bBjFhWz052VJ3EhXSlKRU}} \tn 
% Row Count 5 (+ 5)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{\seqsplit{https://www.google.com/url?sa=t\&source=web\&rct=j\&opi=89978449\&url=https://www.youtube.com/watch\%3Fv\%3DQRlpxpB92sA\&ved=2ahUKEwi\_\_daY\_6yNAxUuXUEAHcmGBUAQtwJ6BAgUEAI\&usg=AOvVaw2EzIq7lyr29bwycCpjIE0N}} \tn 
% Row Count 9 (+ 4)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{\seqsplit{https://www.google.com/url?sa=t\&source=web\&rct=j\&opi=89978449\&url=https://m.youtube.com/watch\%3Fv\%3D7kC1yrRuKzk\%26pp\%3DygUWI2FsZXZlbGVuZ2xpc2hsYW5ndWFnZQ\%253D\%253D\&ved=2ahUKEwiFwZGy\_6yNAxUeWkEAHTQRAZc4HhC3AnoECBAQAg\&usg=AOvVaw0Hsm\_-6107gTAEmw6wq7-6}} \tn 
% Row Count 14 (+ 5)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}


% That's all folks
\end{multicols*}

\end{document}