The Role of Oral Language in Developing Written Language Skills

2014 ◽  
pp. 325-335
Author(s):  
Julie E. Dockrell ◽  
Barbara Arfé
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Written Language

SLA and Classroom Instruction: Reading

1988 ◽  
Vol 9 ◽  
pp. 223-242 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Language Acquisition ◽  
Oral Language ◽  
Written Language ◽  
Point Of View ◽  
Simple Explanation ◽  
Significant Extent ◽  
Reading Research ◽  
Reading And Writing ◽  
Broad Consensus

Theories and models of seond language acquisition have tended to focus on the role of oral language. While some acknowledgement is given to the role of reading (andwriting) in SLA (e.g., by Krashen 1984; 1985), the relative inattention given to reading in SLA had resulted in a dearth to reading research which is explicitly tied to the most popular theories and models of SLA or which is expressly designed to deal with issues commonly addressed in SLA. Although there is no simple explanation as to why SLAresearch has focused almost exclusively on oral language, to the neglect of written language, it is interesting to speculate about why the “canonical” theories of SLA do not to any significant extent deal with reading and writing, especially when there seems to be broad consensus that language has to be considered from a textual point of view, and when written as well as oral language may be a substantial source of language input. One possibility is that SLA, while in some sense part of the backlash against the structuralism of the audiolingual approach, has nonetheless simply maintained the focus on oral-aural language of audiolingualism (which itself originated as a reaction against earlier grammartranslation models relying heavily on reading and writing).

The Role of Semantic Knowledge in Learning to Read Exception Words

2017 ◽  
Vol 2 (1) ◽  
pp. 95-104 ◽  
Author(s):  
Nicola Dawson ◽  
Jessie Ricketts
Keyword(s):  
Oral Language ◽  
Word Reading ◽  
Language Disorder ◽  
Language Skills ◽  
Semantic Knowledge ◽  
Written Language ◽  
Language Knowledge ◽  
Artificial Boundaries ◽  
Oral Language Skills ◽  
Language Profiles

In research and clinical practice, oral and written language skills have often been treated as separate domains. Yet they do not exist independently. Reading skills are contingent upon earlier acquired oral language skills, and the process of reading fosters growth in oral language. The importance of semantic knowledge for reading comprehension is well-documented, but there is growing evidence that it also plays a significant role in word reading. In English, a distinction can be made between regular words that follow predictable spelling-sound mappings, and exception words that do not. Oral language knowledge may be particularly important for the latter as it functions to supplement partial decoding. For speech- language pathologists (SLPs), it is important to consider how remediation targeted at improving oral language skills may also elicit benefits for reading development, and conversely how reading might be used to support oral language development. Practitioners should be aware of the pattern of literacy impairments that they are likely to encounter in children with developmental language disorder, and how this relates to their oral language profiles. The purpose of this paper is to enable practitioners to generalize their knowledge and skills across the artificial boundaries that have traditionally separated these two domains.

Role of Intelligence Tests in Speech/Language Referrals

1996 ◽  
Vol 83 (1) ◽  
pp. 195-204 ◽  
Author(s):  
Richard Sparks ◽  
Leonore Ganschow ◽  
Alex Thomas
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Reading Skills ◽  
Total Sample ◽  
Receptive Language ◽  
Written Language ◽  
Receptive Vocabulary ◽  
Verbal Iq ◽  
Basic Reading Skills

This study examined the relation of the WISC–R Verbal IQ with measures of oral and written language among 190 students referred to a private educational clinic over a 5-yr. period. Correlations of Verbal IQ with scores on measures of oral language, written language, receptive language, reading comprehension, and basic reading skills were calculated for the total sample and by Grades 1–3, 4–7, and 8–11. Standard regression coefficients were used to estimate the proportion of variance explained by these five measures. Significant correlations were found for Verbal IQ with the measures, ranging from .36 (Basic Reading Skills) to .69 (Receptive Vocabulary). Multiple regression indicated that 59% of the variance was explained by the five measures and that three—Oral Language, Receptive Vocabulary, and Reading Comprehension—contributed significantly to Verbal IQ. Correlations across grades showed inconsistent differences by grade for Verbal IQ with language variables. Implications for speech-language referral practices are discussed.

Language Acquisition After Mutism

1994 ◽  
Vol 37 (1) ◽  
pp. 96-105 ◽  
Author(s):  
Jennifer Windsor ◽  
Shirley S. Doyle ◽  
Gerald M. Siegel
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Written Language ◽  
Longitudinal Case Study ◽  
Speech And Language ◽  
Post Intervention ◽  
Speech And Language Development ◽  
Further Development

This longitudinal case study challenges the assumption that individuals with autism who have severely restricted speech and language skills have a poor prognosis for further development of expressive oral language. The study follows the development of a woman with autism from mutism at age 10 to acquisition of a range of spoken and written language skills at age 26. The intervention in which the woman participated and her skills pre- and post-intervention and at two follow-up assessments are documented. The results support the hypotheses that speech and language development may proceed after mutism associated with limited verbal imitation and phoneme production skills, that some skills may plateau or decline, and that both spoken and written language may become viable forms of communication.

scholarly journals The Role of Storytelling Methods Using Hand Puppets in Early Children’s Language Development

2021 ◽  
Vol 3 (2) ◽  
pp. 78-91
Author(s):  
Nurul Mujahidah ◽  
Eka Damayanti ◽  
Ahmad Afiif
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
Secondary Data ◽  
Receptive Language ◽  
New Findings ◽  
Data Collection Technique

Using hand puppets in a storytelling activity (which can resemble human or animal forms) as a learning medium has many beneficial. This study aims to determine the role of the hand puppet storytelling method in early childhood language development. This research uses a library research type, Systematic Literature Review (SLR), namely the study of various scientific studies relevant to research to obtain inferences in the form of new findings that can later be replicated. The data source used is secondary data, which has been previously published in the form of books, journals, and previous studies. The data collection technique in this research is documentation. The data analysis technique uses content analysis, a research technique for making inferences that can be replicated. The results showed that storytelling using hand puppet media played a role in developing children’s language. The role of the storytelling method using hand puppet media in early childhood language development, namely (1) encouraging children to be more skilled at speaking; (2) make children more interested and more active in listening; (3) increasing children’s self-confidence; (4) improve children’s listening skills; (5) developing receptive language skills of children; (6) developing children’s early literacy; (7) enabling children to retell stories that they’ve been heard; (8) add word recognition and vocabulary to children’s language; and (9) developing children’s oral language skills. This research has implications for learning, especially for teachers to use various media and appropriate learning methods according to the child’s learning type. Children become interested and more enthusiastic in participating in the learning process.

scholarly journals Phenomenology of Rhythm: The Role of Rhythm in Written Language

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Casper Feilberg ◽  
John Maul
Keyword(s):  
Philosophy Of Language ◽  
Developmental Psychology ◽  
Language Skills ◽  
Secondary School Student ◽  
Written Language ◽  
Point Of View ◽  
Language Difficulties ◽  
Holistic Interpretation

Based on existential-phenomenological perspectives from Merleau-Ponty and Løgstrup, we examine the significance of rhythm for written language skills. Rhythm is both omnipresent and a difficult phenomenon to explore. Methodologically, the article presents phenomenological descriptions and exemplifications, not least a case study of a secondary school student with written language difficulties. Our intention is to illuminate connections between rhythmic perspectives in movement, speech, working memory and language as prerequisites for the acquisition of written language skills. We conclude that rhythm is an essential aspect of our bodily being, and based on the work of Merleau-Ponty, we are able to bring to light relationships between body, rhythm, and written language skills in ways that would not be possible from a natural scientific point of view. Inspired by Merleau-Ponty's analytical approach and the hermeneutic phenomenology of Ricoeur, we will combine an understanding perspective with both human scientific and natural scientific explanations, into a holistic interpretation. The article thus draws empirically on qualitative descriptions of rhythmic phenomena, and theoretically on perspectives from philosophy of language, developmental psychology and neuropsychology, but they are all interpreted in the light of existential-phenomenological ontology.

Analysis of Children’s Errors in Comprehension and Expression

2016 ◽  
Vol 35 (1-2) ◽  
pp. 57-73 ◽  
Author(s):  
Ryan C. Hatcher ◽  
Kristina C. Breaux ◽  
Xiaochen Liu ◽  
Melissa A. Bray ◽  
Karen L. Ottone-Cross ◽  
...  
Keyword(s):  
Oral Language ◽  
Educational Achievement ◽  
Language Skills ◽  
Total Sample ◽  
Written Language ◽  
Divergent Validity ◽  
Research Findings ◽  
Interacting Systems ◽  
Oral Language Skills ◽  
Error Types

Children’s oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students’ errors in language comprehension of passages across oral and written modalities (listening and reading) and in language expression across oral and written modalities (speaking and writing). The data for this study were acquired during the standardization of the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Correlational analyses from the total sample ( n = 2,443-3,552) and within grade bands revealed low to moderate correlations (.26-.50). No evidence of convergent or divergent validity was found when comparing correlations of “same-name” error types (e.g., inferential errors across modalities) with correlations of “different-name” error types. These results support previous research findings and hypotheses that language by ear, eye, hand, and mouth are separable but interacting systems that differ in more ways than modality of input/output.

The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades

2016 ◽  
Vol 38 (1) ◽  
pp. 211-231 ◽  
Author(s):  
PUI-SZE YEUNG ◽  
CONNIE SUK-HAN HO ◽  
DAVID WAI-OCK CHAN ◽  
KEVIN KIEN-HOA CHUNG
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Writing Development ◽  
Upper Elementary ◽  
Oral Narrative ◽  
Narrative Skills ◽  
Oral Language Skills ◽  
Chinese Writing ◽  
Transcription Skills

ABSTRACTThis study examined the role of transcription skills (including spelling and handwriting fluency) and oral language skills in Chinese writing development among upper elementary grade students in Hong Kong. Measures assessing verbal working memory, spelling, handwriting fluency, oral narrative skills, syntactic skills, and written composition were administered to 97 students in Grade 4 (n = 47) and Grade 6 (n = 50). Hierarchical multiple regression results showed that spelling and oral narrative skills were unique predictors of Chinese writing performance. The significant interaction effect of grade and spelling showed that transcription skills played a more important role in Chinese writing performance among sixth graders than among fourth graders. Together, the present results provide important support for the “simple view of writing” model and underscore the importance of transcription skills and oral narrative skills in children's writing development in Chinese.

Sentence repetition as a marker of language skills in children with dyslexia

2013 ◽  
Vol 36 (2) ◽  
pp. 203-221 ◽  
Author(s):  
KRISTINA MOLL ◽  
CHARLES HULME ◽  
SONALI NAG ◽  
MARGARET J. SNOWLING
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Group Effect ◽  
Function Words ◽  
Complex Sentences ◽  
Sentence Repetition ◽  
Error Analyses ◽  
Language Difficulties ◽  
Independent Effects

ABSTRACTThis study investigated the role of length and complexity on sentence repetition in children with dyslexia and typical readers. Length and complexity each had independent effects on sentence repetition, and children with dyslexia performed more poorly than typical readers. This group effect was attributable to individual differences in language rather than memory skills. Error analyses revealed that content words (specifically adjectives) were more likely to be omitted in longer than in shorter sentences independent of complexity. In complex sentences, function words (specifically prepositions) were the most vulnerable to errors, particularly for a subgroup of children with dyslexia who had oral language difficulties. It is proposed that deficits in sentence repetition are indicative of language difficulties in children with dyslexia.

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