oral_language_development
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oral_language_development [2022/03/13 16:18] – 76.23.135.43 | oral_language_development [2022/03/13 16:29] – [Oral Language and Comprehension] 76.23.135.43 | ||
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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. | 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). | + | 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. |
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+ | ===== Oral Language and Vocabulary ===== | ||
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+ | Studies show a relationship between oral language development and vocabulary. Hart and Risley proposed the four million word gap in their research on vocabulary and oral language development. More recent work has challenged the size of the " | ||
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+ | This has lead to researchers calling for a renewed focus on building background knowledge and focusing on academic language acquisition (Nueman, 2006 Tabors, Roach, & Snow, 2001). | ||
===== Research Based Teaching Tips ===== | ===== 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. | + | 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 & | + | A minimum of 45 minutes (divided into three sessions) of read-aloud time per day is recommended for pre-school classrooms (Dickinson & |
- | Using immediate and nonimmediate talk is useful in developing | + | According to research done by Dickinson & Tabors (2001), |
- | Teachers are 2-3x more likely to engage in cognitively challenging | + | Adult density of talk also requires sustained conversations. |
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. | 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. |
oral_language_development.txt · Last modified: 2023/01/28 16:15 by jgmac1106