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--- oral_language_development [2022/03/13 16:18] – 76.23.135.43
+++ oral_language_development [2022/03/13 16:23] – [Research Based Teaching Tips] 76.23.135.43
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-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.
+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).
+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.
-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.
-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.
+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.