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--- oral_language_development [2022/03/13 15:58] – [Research Based Teaching Tips] 76.23.135.43
+++ oral_language_development [2022/03/13 16:18] – 76.23.135.43
@@ Line 9: / Line 9: @@
 ====== What does Research Say? ======
+===== Acquisition =====
-===== Oral Language Development In the home =====
+Children usually say a first word around 12 months of age. They then and experience a vocabulary groeth
+between 18 and 24 months (Bates, Bretherton, Snyder, 1988; Fenson et al., 1994; Goldfield &
+Reznick, 1990). Researchers do not know if this is due to physical development to allow words to be said, cognitive development, or a mixture of both.
+First Grade Word Estimates
+  * Smith (1941) 16,500 b
+  * Templin (1957)  7, 800,
+  * Anglin’(1993)  10,398.
-Children come from all different backgrounds and families are known as a child’s first teacher. Many children speak a variety of languages based on their family culture. Oral language communication in the home supports a child’s development of those skills and creates a foundation for emerging literacy skills.
-Examples:
+===== Stage Versus Non Stage Development of Oral Language =====
+Almost everyone agrees on the importance of oral language development mapping to phonemic awareness. There is disagrmeent in the best sequence for teaching the mapping of phonemes and graphemes.
-  * Sharing stories with children about your life experiences.
+Stage or phase theories trace there theories back to Jean Chall. Readers will have specific concrete stages and  cognitive structures at different phases of development. According to  Ehri (2005)there are:
-  * Having daily conversations with children in their home language.
+  * pre-alphabetic
+  * partial alphabetic
+  * full alphabetic
+  * consolidated alphabetic phases.
-  * Reading books aloud to children and engaging in conversations about what was read.
+Stage theories  suggest an explicit scope and sequence for developing phonemic awareness
-  *
-===== Oral Language Development In the Classroom =====
+In a nonstage theories researchers believe in an incremental approach to mapping phonemes to letters through oral language development. They argue , beginning readers learn words through three factors of  phonology, orthography, and semantics. You
-Conversations in the classroom are essential for oral language development. Teachers talk to children constantly, during snack time, recess, and circle time. They engage children in cognitively challenging conversation to teach them how to express their thoughts and emotions. The quality of oral language interactions between teachers and students creates a strong foundation for language and literacy development.
+===== Oral Language and Comprehension =====
-Examples:
+We know that oral language predicts comprehension scores in later grades. Catts, Fey, Zhang, & Tomblin, (1999) found phonological awareness and rapid naming predicted the most variance in  reading comprehension scores of second graders. However language skills explained an additional 13.8% of the variance.
+In fact in third grade reading accuracy and reading comprehension begin to split in measures of overall reading. Decoding skills predict reading accuracy while oral language skills (defined as vocabulary and background knowledge) explain the variance in comprehension scores (Storch and Whitehurst, 2002).
-  * Holding daily conversations with children about their interests, needs, and preferences.
-  * Create opportunities for shared reading experiences.
-  * Encourage children to verbally interact with their peers.
-  * Ask children questions during daily experiences.
 ===== Research Based Teaching Tips =====
@@ Line 53: / Line 59: @@
   * Every child’s language or dialect is worthy of respect as a system on communication.
   * Encourage interaction as children come to understand written language, children continue to develop oral abilities and skills.
+===== Oral Language Development In the home =====
+Children come from all different backgrounds and families are known as a child’s first teacher. Many children speak a variety of languages based on their family culture. Oral language communication in the home supports a child’s development of those skills and creates a foundation for emerging literacy skills.
+Examples:
+  * Sharing stories with children about your life experiences.
+  * Having daily conversations with children in their home language.
+  * Reading books aloud to children and engaging in conversations about what was read.
+  *
+===== Oral Language Development In the Classroom =====
+Conversations in the classroom are essential for oral language development. Teachers talk to children constantly, during snack time, recess, and circle time. They engage children in cognitively challenging conversation to teach them how to express their thoughts and emotions. The quality of oral language interactions between teachers and students creates a strong foundation for language and literacy development.
+Examples:
+  * Holding daily conversations with children about their interests, needs, and preferences.
+  * Create opportunities for shared reading experiences.
+  * Encourage children to verbally interact with their peers.
+  * Ask children questions during daily experiences.