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--- oral_language_development [2022/03/13 16:18] – 76.23.135.43
+++ oral_language_development [2022/03/13 16:30] – [Oral Language Development In the home] 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.
-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.
+===== Oral Language and Vocabulary =====
+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 "gap" and under lying principles in the study but everyone agrees greater and more complex talk improves vocabulary acquisition. Assessments of knowledge using vocabulary measures are highly correlated with comprehension measure.
+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 =====
-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.
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   * 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 =====