oral_language_development
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oral_language_development [2022/03/13 16:23] – [Research Based Teaching Tips] 76.23.135.43 | oral_language_development [2023/01/28 16:15] (current) – [Vygotskian Theories of Development] jgmac1106 | ||
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====== Definition ====== | ====== Definition ====== | ||
- | Oral language development is the development of communication skills using spoken words or sound to express feelings, needs, and ideas. | + | Oral language development is growth and enculturation in |
- | Oral language involves speaking and listening skills. | + | Oral language involves speaking and listening skills. |
Oral language is made up of at least five components which are phonological skills, pragmatics, syntax morphological skills, and semantics(vocabulary). All these components of oral language are necessary to communicate and learn through conversation and spoken interaction. | Oral language is made up of at least five components which are phonological skills, pragmatics, syntax morphological skills, and semantics(vocabulary). All these components of oral language are necessary to communicate and learn through conversation and spoken interaction. | ||
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+ | When you consider responsive communication, | ||
====== What does Research Say? ====== | ====== What does Research Say? ====== | ||
===== Acquisition ===== | ===== Acquisition ===== | ||
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+ | In terms of early childhood literacy teaching we know vocabulary knowledge and student knowledge | ||
+ | of the structure of language originates from oral language used at home. This influences their later literacy skills such as reading and writing (Shanahan, 2006). We also must consider how we value and use different syntacic structures of different cultures as an asset in our class and not a deficiency that needs intervention. | ||
Children usually say a first word around 12 months of age. They then and experience a vocabulary groeth | Children usually say a first word around 12 months of age. They then and experience a vocabulary groeth | ||
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===== Stage Versus Non Stage Development of Oral Language ===== | ===== 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 | + | Almost everyone agrees on the importance of oral language development mapping to phonemic awareness. There is disagreement |
- | Stage or phase theories trace there theories | + | Stage or phase theories trace back to Jean Chall. |
* pre-alphabetic | * pre-alphabetic | ||
* partial alphabetic | * partial alphabetic | ||
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Stage theories | Stage theories | ||
- | 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, | + | 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, |
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+ | Others argue that the syntactic approaches of stage development theories reinforce specific cultural behaviors while discounting the syntactic patterns of different families and cultures. | ||
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+ | ====== Vygotskian Theories of Development ====== | ||
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+ | Vygotskyian theories of development also relied on stages but these were more socially bound developments rather than sequential or developmental changes in a child. For infants to pre-school aged children Vygotsky wrote of neoformation or ideas and concepts, that came about due to social situations. | ||
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+ | Vygotsky saw childhood through a lens of stable periods punctuated by periods of crisis he referred to as critical periods. Preschool at age three was one of these periods. Vygotsky even highlighted the importance of Universal pre-school. | ||
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+ | " | ||
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+ | Language was an internalization of these social interactions as central neoformations during critical periods. Children pick up most of their language through proximity. They don't really need to be taught but internalize social situations as concepts get restructured during critical periods of development. Some things children can't be taught, even with assistance.\ | ||
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+ | This gap, between what we just pick up and what we can't really be taught, is the zone of proximal development. This ZPD is much more than "I do, We do, you do" | ||
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+ | Overall the different theoretical approaches may impact the measures and interventions of oral language development but all researchers agree that background knowledge and oral language predict later reading performance. | ||
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+ | While both Piaget and Vygotsky held some type of " | ||
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+ | Vygotskyian theories of oral language development influences much of the research in oral language development.Especially in areas of [[Executive Function]] and [[Intellectual Risk]] during emergent literacy lessons | ||
===== Oral Language and Comprehension ===== | ===== Oral Language and Comprehension ===== | ||
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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). | ||
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+ | Recent critiques have called into question some of the methodology around the 4 million word gap and showing bias in terms of "less educated" | ||
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+ | Research has suggested that the best tools require partnerships with families and training them on literacy techniques. Fine & Henry, 1989. During Covid for example we set up a remote preschool based on per-configured tablets. Instead of having student teachers run lesson for the children they taught the parents how to use the applications to have meaningful literacy interactions with their students. This required not just bilingual students but also students who had a shared cultural understanding of how the learning process was viewed. | ||
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+ | Studies that talk about "word gaps" and "less educated": | ||
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+ | Other studies have shown that sending daily or frequent text messages about literacy practices to parents also helps. | ||
===== Research Based Teaching Tips ===== | ===== Research Based Teaching Tips ===== | ||
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* Sharing stories with children about your life experiences. | * Sharing stories with children about your life experiences. | ||
* Having daily conversations with children in their home language. | * Having daily conversations with children in their home language. | ||
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* Reading books aloud to children and engaging in conversations about what was read. | * Reading books aloud to children and engaging in conversations about what was read. | ||
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===== Oral Language Development In the Classroom ===== | ===== Oral Language Development In the Classroom ===== |
oral_language_development.txt · Last modified: 2023/01/28 16:15 by jgmac1106