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Oral Language
The document discusses the importance of oral language development and its connection to literacy. It covers stages of language development from infancy through elementary school age and conditions that support language learning. Additionally, it addresses components of reading development including phonemic awareness, phonics, sight words, fluency, and comprehension.
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Oral Language
- 1. Oral Language: Role inLiteracy Development • Learning language is an important part of learning to read. (Ruddell & Ruddell) • Oral language is the “bedrock” of all the language arts. (Snow, Burns, & Griffin) • “Reading is dependent upon growth of language competence in the early years.” (Morrow)
- 2. Oral Language: Connectionto Reading • Vocabulary knowledge • Syntax knowledge • Use of prior knowledge in comprehension (Bakhtin theorizes that the brain stores knowledge as language.)
- 3. Stages of LanguageDevelopment • Infants crying • 2-4 months cooing • 6 months intonation • 8-10 months babbling • 1 year sing words • 18 months telegraphic speech
- 4. Stages of LanguageDevelopment • 1-2 holophrastic (single word) to telegraphic (two words) • 2-3 telegraphic to descriptive (language play, more syntactic complexity) • 3-4 simple to complex (dramatic growth in syntax & vocabulary, overgeneralization of rules) • 4-6 toward refinement (generative language—supply own words, use language creatively)
- 5. Oral Language Development •Not random • Not imitation • Chomsky (1965) proposed a “language acquisition device” • Complex problem- solving • Learned in process of using it • Unique to the individual
- 6. Functions of LanguageUse (Halliday, 1975) • Instrumental • Regulatory • Interactional • Personal • Heuristic • Imaginative • Informative/Representational
- 7. Conditions of Learning (Cambourne,1988) • Immersion • Demonstration • Engagement • Expectation • Responsibility • Use/Practice • Approximation • Response
- 8. Language-Learning Conditions at Homevs. School • Home: adult response twice as often, negotiation of meaning, many child initiations • School: teacher-dominated talk, less language complexity (Wells, 1999) • IRE: Initiation of topic by teacher, Response by student, Evaluation by teacher (Cazden, 1988)
- 9. Rules for Schoolby Karin, 1st grade • Don’t tawk!! • Unles you rase your hand. • And onle if the techer ses you can!
- 10. Fostering Oral Languagein Classrooms • Physical Environment • Psychological Environment • Opportunities for Talk • Group Task: Create an observational checklist to assess the conditions for oral language development in an early childhood, primary, or elementary classroom.
- 11. Implications for EnglishLanguage Learners • BICS vs. CALPS – BICS: basic interpersonal language proficiency skills (2-3 years) – CALPS: cognitive academic language proficiency skills (5-7 years) • “comprehensible input” • “total physical response” • “funds of knowledge”
- 12. Phonological Awareness • Definition:the ability to manipulate larger units of sound, such as words and syllables, onsets and rimes • Hearing/recognizing rhyming patterns • Producing rhymes • Segmenting separate words in sentences • Segmenting syllables in words • Blending syllables in words
- 13. Phonemic Awareness • Definition:understanding that speech is composed of a series of individual sounds; the ability to manipulate the individual sounds (phonemes) within words • Matching sounds • Isolating sounds (initial, final, medial) • Deleting sounds (initial, final) • Substituting sounds • Blending onset and rime to form words • Stretching/segmenting words to hear individual sounds • Blending individual sounds to form words
- 14. Research Base forPhonemic Awareness • Children who cannot hear individual sounds within words have difficulty learning to read. • Phonemic awareness is a predictor of later reading achievement. • Phonemic awareness positively affects spelling achievement. • Research supports direct/explicit instruction in phonemic awareness. • Literacy activities contribute to the development of phonemic awareness. • Phonemic awareness instruction is particularly effective when accompanied by use of letters of the alphabet.
- 15. Methods for HelpingStudents Develop Phonemic Awareness • Language play • Literature • Direct instruction • Interactive writing • Role Play with a Partner: Parent and Teacher “What is phonemic awareness?”
- 16. Alphabetic Principle • Wordsare composed of sounds (phonemic awareness) • Sounds can be represented by letters (phonics) • Phonemic awareness is the means by which we make use of the alphabetic principle to decode letters and encode sounds (read and write).
- 17. Phonics Terms toKnow • Phoneme • Grapheme • Consonant Digraph • Consonant Blends or Clusters • Diphthongs • Schwa • Onset • Rime • Morpheme • Structural Analysis
- 18. The Importance ofRecognizing Sight Words • Effortless way for early readers to read words before phonics instruction • Recognition of some words in isolation assists young readers in learning other word identification strategies. • Automatic recall of words leads to more word recognition. • Some high-frequency words in English are not decodable.
- 19. The Importance ofRecognizing Sight Words • Automatic word recognition contributes to improved comprehension. • A reader needs instant recognition of about 95% of words in any given text to read the text independently. • Reading in which a student cannot automatically recognize many words is laborious; in such cases, the student may never develop a desire to read. • Automatic visual recognition of whole words is critical to fluency.
- 20. Balanced Literacy Approach Phonics: •Explicit, direct instruction • Systematic instruction in the code Whole Language: • Authentic reading and writing • Daily opportunities to read and write
- 21. Three Cueing Systems(Marie Clay) • Graphophonic (visual): Does it look right? • Syntactic (structure): Does it sound right? • Semantic (meaning): Does it make sense? He bocked the piffle with a tig daft. • What did he bock? • What did he use to bock? • What kind of daft was it?
- 22. Six Cueing Systems(Rumelhart, 1976) Surface Structures: • Graphophonic • Lexical • Syntactic Deep Structures: • Semantic • Schematic • Pragmatic
- 23. Fluency and Comprehension •Strong correlation between the two • Fluency is the bridge between word identification and comprehension • One theory: comprehension is the outcome of fluency • Another theory: making meaning while reading results in fluency • Chicken and egg situation: fluency promotes comprehension; comprehension promotes fluency
- 24. Fluency is amulti-dimensional construct (Rasinski, 2003) • Rate • Accuracy • Phrasing • Prosody (pitch, pauses, stress, intonation) “Fluency is the ability to read accurately and effortlessly with appropriate expression and meaning.” ~Timothy Rasinski
- 25. • “Woman withouther man is nothing.” • “The teacher said the principal is the best in the distinct.” • “Tom borrowed my lawnmower.”