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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 16:23] – [Research Based Teaching Tips] 76.23.135.43
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 ====== What does Research Say? ======
+===== Acquisition =====
+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.
+===== 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.
+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:
+  * pre-alphabetic
+  * partial alphabetic
+  * full alphabetic
+  * consolidated alphabetic phases.
+Stage theories  suggest an explicit scope and sequence for developing phonemic awareness
+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
+===== Oral Language and Comprehension =====
+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).
+===== Research Based Teaching Tips =====
+Early Childhood teachers should engage in various levels of cognitively challenging talk during the day. Ee know density of adult talke matters (Dickinson & Tabors, 2001; Hart & Risley, 1995). Three key preschool contexts to increase the amount of cognitively complex conversations are (1) book reading time, (2) playtime, and (3) meal and/or snack time. In general the goal is to get them to **elaborate** and **clarify** (Weizman & Snow, 2001).
+A minimum of 45 minutes (divided into three sessions) of read-aloud time per day is recommended for pre-school classrooms (Dickinson &Tabors, 2001). This will allow you to have students elaborate and clarify the stories you read using immediate and nonimmediate talk is useful in developing oral language skills.
+According to research done by Dickinson & Tabors (2001), immediate and nonimmediate talk while reading a book to a child can benefit their oral language development and make lessons have greater tinking demands. Immediate talk refers to labeling and defining illustrations, while nonimmediate talk refers to using illustrations as starting points for discussions.
+Adult density of talk also requires sustained conversations. Teachers are 2-3x more likely to engage in cognitively challenging  conversations when they are stationary during playtime rather than circulating the classroom (Dickenson, 1994). If you utilize centers you may want to stay at one center rather than float through the classroom.
+Research done by Wasik, Dobbins, and Herrmann (2001) shows that children’s oral language skills can also be expanded upon through dialogic reading. Dialogic reading involves having the child actively participate in book reading by responding to prompts about the book. They can simultaneously practice language use and comprehension.
+  * Mealtime is an excellent opportunity to add and explain new vocabulary into conversations with students when an adult is seated at the table in a family-style setting.
+  * Encourage interactions among children. Peer learning is an important part of language development.
+  * Wide range of materials should promote talking
+  * 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.
@@ Line 34: / Line 85: @@
   * Ask children questions during daily experiences.
-===== Research Based Teaching Tips =====
-Early Childhood teachers should engage in various levels of cognitively challenging talk during the day. Three key preschool contexts to increase the amount of cognitively complex conversations are (1) book reading time, (2) playtime, and (3) meal and/or snack time.
-A minimum of 45 minutes (divided into three sessions) of read-aloud time per day is recommended for pre-school classrooms (Dickinson &Tabors, 2001).
-Using immediate and nonimmediate talk is useful in developing oral language skills.
-Teachers are 2-3x more likely to engage in cognitively challenging  conversations when they are stationary during playtime rather than circulating the classroom (Dickenson, 1994).  According to research done by Dickinson & Tabors (2001), immediate and nonimmediate talk while reading a book to a child can benefit their oral language development and make lessons have greater tinking demands. Immediate talk refers to labeling and defining illustrations, while nonimmediate talk refers to using illustrations as starting points for discussions.
-Research done by Wasik, Dobbins, and Herrmann (2001) shows that children’s oral language skills can also be expanded upon through dialogic reading. Dialogic reading involves having the child actively participate in book reading by responding to prompts about the book. They can simultaneously practice language use and comprehension.
-  * Mealtime is an excellent opportunity to add and explain new vocabulary into conversations with students when an adult is seated at the table in a family-style setting.
-  * Encourage interactions among children. Peer learning is an important part of language development.
-  * Wide range of materials should promote talking
-  * 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.