scholarly journals Oral language, written language and language awareness

2002 ◽  
Vol 29 (2) ◽  
pp. 449-488 ◽  
Author(s):  
CHRISTOPHE PARISSE
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Written Language ◽  
School Age ◽  
Language Awareness ◽  
Language And Literacy ◽  
Comprehensive Picture ◽  
Before School ◽  
The Relationship

Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.

Spreken En Schrijven Van Kinderen

2004 ◽  
Vol 72 ◽  
pp. 33-46
Author(s):  
Jan Berenst ◽  
Nynke Borst
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Language Use ◽  
Important Variable ◽  
Written Language ◽  
Written Narratives ◽  
Group Design ◽  
Written Texts ◽  
Grade 5 ◽  
The Relationship

The relationship between children's oral and written language use may be considered as one of the main issues in the study of literacy development. In this paper, the focus is on how 10-year-old children (grade 5) create a textual context in oral and written narratives for their recipients. The first aim of this research was to find out what kind of practices children use to contextualize their stories. The second aim was to compare the practices in the oral and written mode, to determine to what extent children at this age still rely on oral language practices in their written texts. A dependent group design was used to make a comparison between the practices in both conditions possible, while in both conditions the same story was retold. Results show that the children were able to contextualize their stories in the oral as well as in the written mode, but that some contextualization practices (such as the avoidance of exophoric references, and the use of dialogue) were more frequently found in the written mode of the stories. Besides, it was found that the sequence of the oral and written task was an important variable, but not in the expected way. The oral texts were influenced by the written texts (greater length, more dialogue, but also more exophoric references); the written texts, however, did not show any influence from the oral texts. The conclusion might be that we have to reconsider the relationship between children's oral and written language use at this age.

Language Assessment

2020 ◽  
pp. 234-250
Author(s):  
Charlotte Enns ◽  
Lynn McQuarrie
Keyword(s):  
Hard Of Hearing ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Literacy Teaching ◽  
Signed Language ◽  
Language Measures ◽  
The Relationship

Assessment is an essential component of an effective bilingual literacy program. The relationship between language and literacy is complex. For bilingual individuals, the complexity of that relationship is increased. When bilingualism involves a signed language, the relationship becomes even more complicated, and disentangling the critical strands of language and literacy learning can be an ongoing challenge. This chapter provides a strengths-based perspective to guide educators in their assessment considerations when developing the literacy abilities of deaf and hard-of-hearing (DHH) bilingual learners, defined as children who are learning a signed language and concurrently a spoken/written language, such as ASL–English. In particular, the chapter explores the valuable ways that signed language abilities contribute to literacy development. Also highlighted is the critical and ongoing need for effective and culturally responsive signed language measures to better inform literacy teaching approaches.

Factors affecting language and literacy development in Australian Aboriginal children: Considering dialect, culture and health

2017 ◽  
Vol 16 (1) ◽  
pp. 104-116 ◽  
Author(s):  
Gwendalyn L Webb ◽  
Cori J Williams
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Language And Literacy ◽  
Political Factors ◽  
Factors Affecting ◽  
Australian Aboriginal ◽  
Child Relationship ◽  
Oral Language Skills ◽  
Language And Literacy Development ◽  
Aboriginal Children

Australian Aboriginal children, in general, lag behind their mainstream peers in measures of literacy. This article discusses some of the complex and interconnected factors that impact Aboriginal children’s early language and literacy development. Poor health and historically negative socio-political factors are known influences on Aboriginal children’s participation and achievement in education. Cultural and dialectal differences are also considered in this article for the effect these variables may have on children’s learning, in terms of both the child’s ability to code-shift between dialects and the development of the educator–child relationship. The importance of this relationship is discussed, partly because of the valuable communicative interactions that are involved. These educator–child interactions allow children an opportunity to extend their oral language skills, which are essential precursors to literacy development. This discussion concludes with some suggestions for further research.

scholarly journals Competências de matemática e de literacia emergente: Estudo correlacional

2017 ◽  
Vol 30 (1) ◽  
pp. 85
Author(s):  
Joana Amaral ◽  
Joana Cruz ◽  
Patrícia Constante ◽  
Patrícia Pinto ◽  
Marta Almeida ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Early Identification ◽  
Correlational Analysis ◽  
Written Language ◽  
Contextual Influences ◽  
Math Skills ◽  
Educational Risk ◽  
The Relationship

Tem sido amplamente relatada a importância da implementação de projetos de intervenção que facilitem o desenvolvimento de competências de linguagem oral, consciência fonológica, linguagem escrita, e matemáticas, desde a educação pré-escolar, bem como a necessidade de identificação atempada de crianças em risco educacional. Este estudo apresenta como objetivo analisar em que medida o desempenho das crianças em idade préescolar nas competências de linguagem oral, consciência fonológica e linguagem escrita está correlacionado com o desenvolvimento de competências matemáticas. Participaram no estudo 99 crianças que frequentavam a educação pré-escolar. Recorreu-se a análises correlacionais de modo a perceber a relação entre as variáveis em questão. Os resultados permitem constatar que as competências em estudo estão correlacionadas entre si, de modo estatisticamente significativo, não sendo encontradas diferenças estatisticamente significativas entre rapazes e raparigas. Estes resultados sugerem a relevância do contexto de proveniência das crianças, apresentando implicações para a avaliação psicológica e para a prática pedagógica.Palavras-chave: Competências matemáticas; Educação pré-escolar; Linguagem oral; Literacia emergente. ABSTRACTIt has been well documented the importance of the implementation of preschool interventions that facilitate the development of oral language, phonological awareness, written language and math skills, as well as the need of an early identification of children at educational risk. The aim of the present study is to examine the relationship between children’s competence in oral language, phonological awareness, written language and mathematic competencies in preschool years. A total of 99 children participated in this study. Correlational analysis was used to understand the relation between the variables in the study. The results suggest that oral language, phonological awareness, written language and mathematic competencies are correlated. No statistical differences were found among boys and girls. These findings suggest that the growth in these skills may be related to contextual influences. These findings highlighted the implications to psychological evaluation and for pedagogic practice.Keywords: Math skills; Kindergarten; Oral language; Emergent literacy

Perceptions of a culturally responsive school-based oral language and early literacy programme

2020 ◽  
pp. 1-10
Author(s):  
Taneal Norman ◽  
Wendy M. Pearce ◽  
Fiona Eastley
Keyword(s):  
Rural Communities ◽  
Early Literacy ◽  
Oral Language ◽  
Literacy Development ◽  
Culturally Responsive ◽  
Language And Literacy ◽  
Educator Perceptions ◽  
Literacy Programme ◽  
Australian Aboriginal ◽  
School Based

Abstract ‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.

scholarly journals “Fu” and “Zhou”—A preliminary study on “language worship” and its symbolization

2021 ◽  
Vol 3 (1) ◽  
pp. 104
Author(s):  
Xinyu Yuan ◽  
Hongbo Li
Keyword(s):  
Oral Language ◽  
Written Language ◽  
Final Conclusion ◽  
Narrow Sense ◽  
Depth Probe ◽  
Preliminary Study ◽  
Relationship Of ◽  
The Relationship

The article aims to, based on the study of “Spells” (or “Fuzhou”, 符咒, including the magic figures and incantations), find out the relationship of “Fu” (符, talisman1), “Zhou” (咒, incantations)” and “language worship” (including written language and oral language). There is an in-depth probe into “language worship”, and the clarification of the term “Fu” and “Fushu” (the use of Fu), “Zhou” and “Zhoushu” (the use of Zhou), no matter in a narrow sense or a broad one. In addition, the differentiation of language, “language worship” and “Spells” has been achieved via symbols and their symbolization. The final conclusion of such study shows that language worship is the process of language symbolization, and spells, in essence, is the symbol of language.

Exploring the influence of parents’ home reading practices on emergent literacy

2021 ◽  
Vol 54 (1) ◽  
pp. 195-213
Author(s):  
Annaly M. Strauss ◽  
Keshni Bipath
Keyword(s):  
Emergent Literacy ◽  
Literacy Development ◽  
Null Hypothesis ◽  
Language And Literacy ◽  
Reading Practices ◽  
Digital Reading ◽  
Home Reading ◽  
Gender Education ◽  
Language And Literacy Development ◽  
The Relationship

The purpose of this article is to explore the correlation between Namibian preprimary and Grade 1 parents’ demographic  characteristics and print and digital reading practices in home environments. A quasi-experimental descriptive research design wasselected to launch this investigation in the Khomas region. Survey data documented the relationship between parents’ demographic  variables and print and digital reading behaviours. The study tested the null-hypothesis (Hₒ: u1 = u2) and non-directional hypothesis (Hₒ: X1 ≠X2). The underlying assumption is that parents home reading practices positively impact children’s early language and literacy development. The findings reveal that there is no significant relationship between age, gender, education, family size, and employmentstatus, with print and digital reading behaviours that influence children’s emergent language and literacy development in home  environments. In a Chi-Square test, the null hypothesis was rejected for age, gender, education, family size, and employment status, but retained and positively correlated to marital status, child reading behaviour, and parents’ book, magazine and newspaper reading behaviour. The implication is that when parents buy print materials for home reading purposes and engage their children in  pleasurable reading experiences, their children are more likely to be supported at home to influence favourable language and literacy outcomes in school. The study contributes to family literacy literature and highlights the relationship between parents’ reading  behaviours and children’s emergent language and literacy development. Keywords: emergent literacy, home environment, parents, print and digital reading, reading behaviours, socioeconomic status

Home language and literacy practices among immigrant second-language learners

2014 ◽  
Vol 47 (4) ◽  
pp. 414-449 ◽  
Author(s):  
L. Quentin Dixon ◽  
Shuang Wu
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Second Language Learners ◽  
Literacy Practices ◽  
Community Context ◽  
Home Language ◽  
Book Reading ◽  
Language And Literacy ◽  
Literacy Activities ◽  
Children's Literacy

Because certain home language and literacy practices have been found to be beneficial to monolingual children's literacy development, we examine immigrant children's home language and literacy practices in different countries. Presenting findings from 92 post-2000 articles, we examine research into these practices, what factors influence their occurrence, how they influence immigrant children's development of literacy in the societal language, and what factors seem to moderate or mediate the effects of home literacy activities on societal-language literacy. We found that immigrant families engage in a wide variety of oral language and literacy activities at home, but that most of these practices have not been investigated in relation to immigrant children's literacy development. Book reading, the most-studied practice, seems to promote such development. Additional research is needed into the many factors that influence children's literacy development, including government policies and community context. In addition, researchers need to build on existing descriptive and correlational studies to design and implement innovative school curricula and family literacy programs that connect home and school practices and encourage parental involvement in the school.

Language-Based Learning Disabilities

1980 ◽  
Vol 89 (5_suppl) ◽  
pp. 179-181
Author(s):  
Pamela E. Hook
Keyword(s):  
Learning Disabilities ◽  
Language Development ◽  
Language Comprehension ◽  
Oral Language ◽  
Reading Skills ◽  
Learning Disabled ◽  
Written Language ◽  
Background Information ◽  
Oral Language Development ◽  
The Relationship

The purpose of this paper is to highlight the complexity of the relationship between oral language development and the acquisition of reading skills. As background information, a hierarchy of language development including factors related to both oral and written language is discussed. Case studies of two learning-disabled males are presented to illustrate the differences in reading skills between two children with similar language comprehension abilities. Discussion of the underlying processing deficits responsible for these differences is also included.

scholarly journals Tools and Teaching Strategies for Vocabulary Assessment and Instruction: A Review

2021 ◽  
pp. 34-66
Author(s):  
E. Dujardin ◽  
P. Auphan ◽  
N. Bailloud ◽  
J. Ecalle ◽  
A. Magnan
Keyword(s):  
Literacy Development ◽  
New Technologies ◽  
State Of The Art ◽  
Digital Technologies ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Vocabulary Assessment ◽  
Familial Environment ◽  
And Training

Vocabulary is a complex intermediate component between oral and written language, which the influence on associated skills and general language abilities (e.g., decoding processing, comprehension) has been largely studied in children, suggesting its important role in literacy. The main aim of this article is to review some questions on vocabulary assessment and stimulation in children and identify the advantage of new technologies for evaluating and training vocabulary. It seems necessary to give the importance of vocabulary in language and literacy development, and the heterogeneity of vocabulary acquisition, depending on preschool word exposure (e.g., familial environment). After a state-of-the-art of conceptualization of vocabulary's notion, we revisit assumptions on vocabulary assessment and instruction indicating the main existing tools. This review lies in the attempt to enhance perspectives for new valid and effective tools using digital technologies.

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