How Do Language and Literacy Develop?
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Learning about sounds, words, and language is an important part of early literacy. You may help children develop early literacy skills by speaking with them, reading to them, and playing with rhymes. Children learn and develop best via ordinary, enjoyable activities such as singing, chanting, and playing games. This presentation tackles the matter of language and literacy development.
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differentiated instruction, middle level educators need to
be cognizant of specific reading strategies that will allow
their ELLs to achieve their true potential.
The benefits and challenges
of biliteracy
ELLs have a variety of unique characteristics that
teachers should consider when determining appropriate
instruction. Because students come to schools with
varying levels of first language proficiencies, the amount
of language instruction required varies from one student
to the next. Before instruction begins, it is essential for
teachers to gauge each student’s language proficiency
level to guide future instruction. However, when teachers
assess a student's language proficiency, it is important
for them to keep in mind that a student may sound fluent
in English when, in fact, he or she is not. According to
Cummins (1981), students have two levels of language
proficiency: “basic interpersonal communication skills
(BICS)” and “cognitive academic language proficiency
(CALP)” (p. 16). Generally, students who sound fluent
have strong social language skills (BICS) because
these skills typically develop in the first three years of
learning a new language (Watkins & Lindahl, 2010).
In social situations, such as lunch time in the cafeteria,
ELLs might have lengthy conversations in English about
Carlos (a pseudonym) moved from Guatemala to the
United States when he was in sixth grade. When Carlos
started school, his teachers expected him to speak only
in English and practice English in his Spanish-speaking
household. Carlos’s state test scores showed that, at the
end of sixth grade, he was significantly below his grade
level peers in reading. Sadly, Carlos began to state that
he hated school and wanted to move back to Guatemala.
That summer, Carlos moved again. At his new middle
school in Illinois, Carlos’s teacher allowed him to write
in Spanish while learning English content at grade level
and to read bilingual books (English and Spanish). He
also received daily small-group reading instruction that
focused on vocabulary in context and comprehension.
That year on his reading tests, Carlos’s scores grew
significantly from the year before, and his motivation to
learn became evident by the smile on his face and his
desire to excel at each task his teacher assigned.
Carlos’s story is not unique; similar educational
experiences happen to English language learners, or
ELLs, every year in the United States. According to
the U.S. Department of Education’s National Center
for Education Statistics (2010), in 2008 there were
approximately 10.9 million children in the United States
who did not speak English in their homes. Unfortunately,
today too many of the 10.9 million ELLs still receive ...
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little understanding of English. Ms. Sisco, her
teacher, sees that Xian Lei has difficulty con-
necting with much of what is going on in the
classroom if it depends on English. The one time
when she seems to brighten up is when Ms.
Sisco tells nursery rhymes or reads traditional
stories such as Goldilocks and the Three Bears.
These are stories that Xian Lei has obviously
heard in her own language. That’s when her
teacher first hears her say some phrases in Eng-
lish, such as “Bears eat” and “Goldilocks sleep,”
in her play and as she draws pictures in her
journal following story time. Xian Lei also seems
eager to participate in the classroom activities
that spin off from Ms. Sisco’s storytelling.
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any US classrooms today
have at least some children
with limited abilities to under-
stand and express themselves
in English. Because language
acquisition is highly social, there is reliable
evidence that immersing young dual language
learners (DLLs) in playful contexts that high-
light language is far more effective than teach-
ing isolated skills in resource rooms or through
tutoring sessions (Freeman, Freeman, & Mer-
curi 2004). Even so, during the initial stages,
second language acquisition can be challeng-
ing for young children and for the classroom
teacher who must create high-quality learning
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Language
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who have DLLs in their classrooms: the teacher’s under-
standing of and respect for the initial difficulties in learn-
ing a second language and the teacher’s ability to adapt
learning experiences in a creative and playful manner
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of second languages
Acquiring a second language presents challenges that
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better able to hear the “music,” or prosody, of the new
language and therefore has less difficulty with phonol-
ogy than do older children and adults. However, there are
definite hot spots where children in preschool through
the early primary grades need
targeted support as they move
through the multiple stages of
second language building. The
following six suggestions will
enable teachers to help children
through these hot spots.
Foster children’s moti-
vation to acquire a new
language
Second language acquisition
is almost never a young child’s
choice. Families move from
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Literature review on the role of mother tongue in learning and teaching engli...
The document discusses the role of mother tongue in learning and teaching English for Specific Purposes. It reviews previous studies that have found both positive and negative effects of language transfer when learning a new language. The similarities and differences between a learner's native language and the target language can influence how easily concepts and structures are acquired. While exclusive use of the target language is emphasized in communicative methods, many learners still benefit from occasional use of their mother tongue for instructions, checking understanding, or discussing difficult texts. The influence of the native language depends on various factors and individual learning strategies.
Selecting A topicJob PositionFor the first part of the project,.docx
Selecting A topic/Job Position
For the first part of the project, you will select a topic position for either a Release of Information Associate
For the position you have selected, address the following in 2 paragraphs
· Brief description of the position (2 -3 sentences)
· Why did you select the position?
· What are the 3 major duties of the position that are most essential to the role?
Article
Corresponding author:
John Heilmann, Department of Communication Sciences and Disorders, Mail Stop #668, East Carolina
University, Greenville, NC 27858, USA
E-mail: [email protected]
Language Testing
27(4) 603–626
© The Author(s) 2010
Reprints and permission:
sagepub.co.uk/journalsPermission.nav
DOI: 10.1177/0265532209355669
http://ltj.sagepub.com
Sensitivity of narrative
organization measures using
narrative retells produced by
young school-age children
John Heilmann
East Carolina University, USA
Jon F. Miller
University of Wisconsin – Madison, USA
Ann Nockerts
University of Wisconsin – Madison, USA
Abstract
Analysis of children’s productions of oral narratives provides a rich description of children’s oral
language skills. However, measures of narrative organization can be directly affected by both
developmental and task-based performance constraints which can make a measure insensitive
and inappropriate for a particular population and/or sampling method. This study critically
reviewed four methods of evaluating children’s narrative organization skills and revealed that the
Narrative Scoring Scheme (NSS) was the most developmentally sensitive measure for a group
of 129 5–7-year-old children who completed a narrative retell. Upon comparing the methods
of assessing narrative organization skills, the NSS was unique in its incorporation of higher-level
narrative features and its scoring rules, which required examiners to make subjective judgments
across seven aspects of the narrative process. The discussion surrounded issues of measuring
children’s narrative organization skills and, more broadly, issues surrounding sensitivity of criterion
referenced assessment measures.
Keywords
assessment, ceiling effects, narrative, language development, oral language, psychometrics
604 Language Testing 27(4)
Introduction
Oral narrative skills in children
Assessment of children’s oral narratives is of significant interest to researchers and
practitioners, as being a proficient narrator is an important skill in the life of young
children. Oral narrative skills are a key component of most school curricula. In the
USA, each state is required to develop guidelines describing skills that need to be incor-
porated into the general curriculum. While oral language skills are often not formally
assessed in the general classroom, they are a key component in each state’s guidelines.
For example, the state of North Carolina requires teachers to facilitate mastery of nar-
rative comprehension as well as effective ability to produce narr.
Reading problem p pt 12.10.2011
Morphological awareness is the ability to consciously analyze and manipulate the morphemic structure of words. It develops throughout childhood and helps with decoding words and understanding their meanings. Research shows that morphological awareness is related to reading skills from 1st grade and continues to predict reading ability even after controlling for other factors like vocabulary and phonological awareness. Promoting morphological awareness through activities like analyzing word roots and suffixes can help students become independent learners and improve reading comprehension.
Vocabulary
This document provides an overview of a booklet titled "A Focus on Vocabulary" published by Pacific Resources for Education and Learning. The booklet examines what research tells us about how students acquire vocabulary and what effective instruction must do to help students develop vocabulary knowledge to support reading comprehension. It defines vocabulary, discusses the importance of vocabulary for reading comprehension, and how many words students need to know.
Phonemic awareness
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
PreK Teachers' Use of Explicit Vocabulary Instruction [Infographic]
We all know, children’s vocabulary acquisition is a key predictor of later school success and the amount of adult verbal input is a strong predictor of the rate of vocabulary growth in children. This infographic by Dr. Teresa Brown, describes the language behaviors of inclusive preschool teachers. Knowing the frequency and context of vocabulary instruction in classrooms serving children at risk for delays will lead to improved professional development and success for all children. Learn more on how you can help address the #wordgap at http://b2kcoach.com.
PreK Teachers' Use of Explicit Vocabulary Instruction [Infographic]
We all know, children’s vocabulary acquisition is a key predictor of later school success and the amount of adult verbal input is a strong predictor of the rate of vocabulary growth in children. This infographic by Dr. Teresa Brown, describes the language behaviors of inclusive preschool teachers. Knowing the frequency and context of vocabulary instruction in classrooms serving children at risk for delays will lead to improved professional development and success for all children. Learn more on how you can help address the #wordgap at http://b2kcoach.com.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Using visual phonics as a strategic intervention to increase literacy
This study evaluated the effectiveness of See the Sound/Visual Phonics (STS/VP) intervention for kindergarten students at risk for reading failure. Five students with the lowest scores on assessments of early literacy skills received small group STS/VP instruction 3 times per week for 10-12 minutes, focusing on letter-sound relationships. Their performance was compared to same-grade peers receiving typical classroom instruction. Results showed that participants receiving STS/VP intervention made gains on early literacy assessments and learned letter-sounds more quickly and accurately than without the visual phonics component. The preliminary findings suggest STS/VP is an appropriate intervention for kindergarten students falling behind in reading.
Lled 556 2010-3-oral
1) Oral language abilities in preschool strongly predict literacy and school achievement, with expressive vocabulary and experience with school-based oral language practices being particularly important predictors.
2) An oral vocabulary gap widens from kindergarten to 3rd grade, putting children below the 25th percentile a year behind their peers.
3) While most children enter school with strong general language abilities, they differ in vocabulary related to school practices. Developing these school-based oral language skills is key to success.
Reading With English Language Learners
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
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This document discusses strategies for improving the vocabulary of students who start school with limited vocabularies. It notes that vocabulary is impacted by a child's home environment and parental practices. Children from disadvantaged backgrounds often start school with a much smaller vocabulary than their peers. The document then outlines several strategies teachers can use to support vocabulary development in the classroom, including direct instruction of difficult words, repeated exposures to new words, word-rich environments, and engaging students in discussions and word play.
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linguistic identities are. Simply treating ELLs just like
everyone else will not close the achievement gap between
these students and their grade level peers. In an age of
differentiated instruction, middle level educators need to
be cognizant of specific reading strategies that will allow
their ELLs to achieve their true potential.
The benefits and challenges
of biliteracy
ELLs have a variety of unique characteristics that
teachers should consider when determining appropriate
instruction. Because students come to schools with
varying levels of first language proficiencies, the amount
of language instruction required varies from one student
to the next. Before instruction begins, it is essential for
teachers to gauge each student’s language proficiency
level to guide future instruction. However, when teachers
assess a student's language proficiency, it is important
for them to keep in mind that a student may sound fluent
in English when, in fact, he or she is not. According to
Cummins (1981), students have two levels of language
proficiency: “basic interpersonal communication skills
(BICS)” and “cognitive academic language proficiency
(CALP)” (p. 16). Generally, students who sound fluent
have strong social language skills (BICS) because
these skills typically develop in the first three years of
learning a new language (Watkins & Lindahl, 2010).
In social situations, such as lunch time in the cafeteria,
ELLs might have lengthy conversations in English about
Carlos (a pseudonym) moved from Guatemala to the
United States when he was in sixth grade. When Carlos
started school, his teachers expected him to speak only
in English and practice English in his Spanish-speaking
household. Carlos’s state test scores showed that, at the
end of sixth grade, he was significantly below his grade
level peers in reading. Sadly, Carlos began to state that
he hated school and wanted to move back to Guatemala.
That summer, Carlos moved again. At his new middle
school in Illinois, Carlos’s teacher allowed him to write
in Spanish while learning English content at grade level
and to read bilingual books (English and Spanish). He
also received daily small-group reading instruction that
focused on vocabulary in context and comprehension.
That year on his reading tests, Carlos’s scores grew
significantly from the year before, and his motivation to
learn became evident by the smile on his face and his
desire to excel at each task his teacher assigned.
Carlos’s story is not unique; similar educational
experiences happen to English language learners, or
ELLs, every year in the United States. According to
the U.S. Department of Education’s National Center
for Education Statistics (2010), in 2008 there were
approximately 10.9 million children in the United States
who did not speak English in their homes. Unfortunately,
today too many of the 10.9 million ELLs still receive ...
Five-year-old Xian Lei enters kindergarten with little under.docx
Five-year-old Xian Lei enters kindergarten with
little understanding of English. Ms. Sisco, her
teacher, sees that Xian Lei has difficulty con-
necting with much of what is going on in the
classroom if it depends on English. The one time
when she seems to brighten up is when Ms.
Sisco tells nursery rhymes or reads traditional
stories such as Goldilocks and the Three Bears.
These are stories that Xian Lei has obviously
heard in her own language. That’s when her
teacher first hears her say some phrases in Eng-
lish, such as “Bears eat” and “Goldilocks sleep,”
in her play and as she draws pictures in her
journal following story time. Xian Lei also seems
eager to participate in the classroom activities
that spin off from Ms. Sisco’s storytelling.
M
any US classrooms today
have at least some children
with limited abilities to under-
stand and express themselves
in English. Because language
acquisition is highly social, there is reliable
evidence that immersing young dual language
learners (DLLs) in playful contexts that high-
light language is far more effective than teach-
ing isolated skills in resource rooms or through
tutoring sessions (Freeman, Freeman, & Mer-
curi 2004). Even so, during the initial stages,
second language acquisition can be challeng-
ing for young children and for the classroom
teacher who must create high-quality learning
experiences for everyone in the class.
Using Stories to Extinguish the Hot Spots
in Second Language Acquisition,
Preschool to Grade 1
34 Young Children March 2013
Anne K. Soderman,
Kay G. Clevenger,
and Ian Gregory Kent
Supporting
Dual
Language
Learners
and Their
Families
®
2
, 3
Photos © Ellen B. Senisi
unless otherwise noted
Two critical factors spell success or failure for teachers
who have DLLs in their classrooms: the teacher’s under-
standing of and respect for the initial difficulties in learn-
ing a second language and the teacher’s ability to adapt
learning experiences in a creative and playful manner
(Soderman, Wescott, & Shen 2007; Menken & Garcia 2010).
Responding to hot spots in early acquisition
of second languages
Acquiring a second language presents challenges that
differ for individual children. It is less difficult when done
as early as possible and prior to adolescence (Howard
& Sugarman 2007). The young dual language learner is
better able to hear the “music,” or prosody, of the new
language and therefore has less difficulty with phonol-
ogy than do older children and adults. However, there are
definite hot spots where children in preschool through
the early primary grades need
targeted support as they move
through the multiple stages of
second language building. The
following six suggestions will
enable teachers to help children
through these hot spots.
Foster children’s moti-
vation to acquire a new
language
Second language acquisition
is almost never a young child’s
choice. Families move from
their home countries.
Literature review on the role of mother tongue in learning and teaching engli...
The document discusses the role of mother tongue in learning and teaching English for Specific Purposes. It reviews previous studies that have found both positive and negative effects of language transfer when learning a new language. The similarities and differences between a learner's native language and the target language can influence how easily concepts and structures are acquired. While exclusive use of the target language is emphasized in communicative methods, many learners still benefit from occasional use of their mother tongue for instructions, checking understanding, or discussing difficult texts. The influence of the native language depends on various factors and individual learning strategies.
Selecting A topicJob PositionFor the first part of the project,.docx
Selecting A topic/Job Position
For the first part of the project, you will select a topic position for either a Release of Information Associate
For the position you have selected, address the following in 2 paragraphs
· Brief description of the position (2 -3 sentences)
· Why did you select the position?
· What are the 3 major duties of the position that are most essential to the role?
Article
Corresponding author:
John Heilmann, Department of Communication Sciences and Disorders, Mail Stop #668, East Carolina
University, Greenville, NC 27858, USA
E-mail: [email protected]
Language Testing
27(4) 603–626
© The Author(s) 2010
Reprints and permission:
sagepub.co.uk/journalsPermission.nav
DOI: 10.1177/0265532209355669
http://ltj.sagepub.com
Sensitivity of narrative
organization measures using
narrative retells produced by
young school-age children
John Heilmann
East Carolina University, USA
Jon F. Miller
University of Wisconsin – Madison, USA
Ann Nockerts
University of Wisconsin – Madison, USA
Abstract
Analysis of children’s productions of oral narratives provides a rich description of children’s oral
language skills. However, measures of narrative organization can be directly affected by both
developmental and task-based performance constraints which can make a measure insensitive
and inappropriate for a particular population and/or sampling method. This study critically
reviewed four methods of evaluating children’s narrative organization skills and revealed that the
Narrative Scoring Scheme (NSS) was the most developmentally sensitive measure for a group
of 129 5–7-year-old children who completed a narrative retell. Upon comparing the methods
of assessing narrative organization skills, the NSS was unique in its incorporation of higher-level
narrative features and its scoring rules, which required examiners to make subjective judgments
across seven aspects of the narrative process. The discussion surrounded issues of measuring
children’s narrative organization skills and, more broadly, issues surrounding sensitivity of criterion
referenced assessment measures.
Keywords
assessment, ceiling effects, narrative, language development, oral language, psychometrics
604 Language Testing 27(4)
Introduction
Oral narrative skills in children
Assessment of children’s oral narratives is of significant interest to researchers and
practitioners, as being a proficient narrator is an important skill in the life of young
children. Oral narrative skills are a key component of most school curricula. In the
USA, each state is required to develop guidelines describing skills that need to be incor-
porated into the general curriculum. While oral language skills are often not formally
assessed in the general classroom, they are a key component in each state’s guidelines.
For example, the state of North Carolina requires teachers to facilitate mastery of nar-
rative comprehension as well as effective ability to produce narr.
Reading problem p pt 12.10.2011
Morphological awareness is the ability to consciously analyze and manipulate the morphemic structure of words. It develops throughout childhood and helps with decoding words and understanding their meanings. Research shows that morphological awareness is related to reading skills from 1st grade and continues to predict reading ability even after controlling for other factors like vocabulary and phonological awareness. Promoting morphological awareness through activities like analyzing word roots and suffixes can help students become independent learners and improve reading comprehension.
Vocabulary
This document provides an overview of a booklet titled "A Focus on Vocabulary" published by Pacific Resources for Education and Learning. The booklet examines what research tells us about how students acquire vocabulary and what effective instruction must do to help students develop vocabulary knowledge to support reading comprehension. It defines vocabulary, discusses the importance of vocabulary for reading comprehension, and how many words students need to know.
Phonemic awareness
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
PreK Teachers' Use of Explicit Vocabulary Instruction [Infographic]
We all know, children’s vocabulary acquisition is a key predictor of later school success and the amount of adult verbal input is a strong predictor of the rate of vocabulary growth in children. This infographic by Dr. Teresa Brown, describes the language behaviors of inclusive preschool teachers. Knowing the frequency and context of vocabulary instruction in classrooms serving children at risk for delays will lead to improved professional development and success for all children. Learn more on how you can help address the #wordgap at http://b2kcoach.com.
PreK Teachers' Use of Explicit Vocabulary Instruction [Infographic]
We all know, children’s vocabulary acquisition is a key predictor of later school success and the amount of adult verbal input is a strong predictor of the rate of vocabulary growth in children. This infographic by Dr. Teresa Brown, describes the language behaviors of inclusive preschool teachers. Knowing the frequency and context of vocabulary instruction in classrooms serving children at risk for delays will lead to improved professional development and success for all children. Learn more on how you can help address the #wordgap at http://b2kcoach.com.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Using visual phonics as a strategic intervention to increase literacy
This study evaluated the effectiveness of See the Sound/Visual Phonics (STS/VP) intervention for kindergarten students at risk for reading failure. Five students with the lowest scores on assessments of early literacy skills received small group STS/VP instruction 3 times per week for 10-12 minutes, focusing on letter-sound relationships. Their performance was compared to same-grade peers receiving typical classroom instruction. Results showed that participants receiving STS/VP intervention made gains on early literacy assessments and learned letter-sounds more quickly and accurately than without the visual phonics component. The preliminary findings suggest STS/VP is an appropriate intervention for kindergarten students falling behind in reading.
Lled 556 2010-3-oral
1) Oral language abilities in preschool strongly predict literacy and school achievement, with expressive vocabulary and experience with school-based oral language practices being particularly important predictors.
2) An oral vocabulary gap widens from kindergarten to 3rd grade, putting children below the 25th percentile a year behind their peers.
3) While most children enter school with strong general language abilities, they differ in vocabulary related to school practices. Developing these school-based oral language skills is key to success.
Reading With English Language Learners
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
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How Do Language and Literacy Develop?
- 1. LOUBNA EL MOUSTAKIR Master of Applied Linguistics and English Language Teaching- Ibn Zohr University HOW DO LANGUAGE AND LITERACY DEVELOP?
- 2. OUTLINE: Language and Literacy Development during the Preschool Years Language and Literacy Development during the Elementary and Secondary Years
- 4. ORAL LANGUAGE Development of oral language, or spoken language, requires not only learning words but also learning the rules of word and sentence construction (Gleason & Ratner, 2009; Owens, 2016)
- 5. Just as they learn rules for forming words, children learn rules for sentences. Preschoolers often play with language or experiment with its patterns and rules. This experimentation frequently involves changing sounds, patterns, and meanings. Oral language development is heavily influenced by the amount and quality of the talking parents do with their children.
- 6. READING
- 7. Learning to read in the early elementary grades is one of the most important of all developmental tasks, both because other subjects depend on reading and because in our society school success is so often equated with reading success. Research on emergent literacy, or preschoolers’ knowledge and skills related to reading (Morrow, Roskos, & Gambrell, 2015; National Institute for Literacy, 2008), has shown that children may enter school with a great deal of knowledge about reading and that this knowledge contributes to success in formal reading instruction.
- 8. Children who are read to and taught letters at home start off with an advantage in reading (Hood, Conlon, & Andrews, 2008) Young children can be taught to hear specific sounds within words (a skill called phonemic awareness), which contributes to later success in reading (Anthony & Lonigan, 2004; National Institute for Literacy, 2008).
- 9. WRITING
- 10. Children’s writing also follows a developmental sequence (MacArthur, Graham, & Fitzgerald, 2015; Morrow et al., 2015; Tolchinsky, 2015). Childern's writing is characterized by an incomplete understanding of word boundaries, as well as an inability to mentally create a line for placing letters. Children invent spellings by making judgments about sounds and by relating the sounds they hear to the letters they know.
- 12. Language and literacy develop at a rapid rate for children in the elementary and secondary grades. Graves (2007) estimates that the average student adds 3,000 words each year to his or her vocabulary
- 13. Literacy also develops rapidly in the elementary and middle grades. Whereas the emphasis in the early elementary grades is primarily on decoding and fluency, students from second grade onward are increasingly focused on building comprehension, vocabulary, and study skills (Deshler, Palincsar, Biancarosa, & Nair, 2007; Kamil, Borman, Dole, Kral, & Salinger, 2008).
- 14. Good readers use strategies such as predicting, reviewing, summarizing, and generating their own questions, and if these strategies are directly taught to elementary and secondary students, their comprehension improves (Biancarosa & Snow, 2006; Block & Duffy, 2008; Gersten, Chard, Jayanthi, & Baker, 2006)
- 16. References: Educational Psychology-Book by Anita Woolfolk Hoy Educational Psychology- Robert E. Slavin