The Relationship between Oral Language Skills and Academic Achievement of Learning Disabled Children

1978 ◽  
Vol 1 (1) ◽  
pp. 63-67 ◽  
Author(s):  
Patricia A. Magee ◽  
Phyllis L. Newcomer
Keyword(s):  
Academic Achievement ◽  
Oral Language ◽  
Language Skills ◽  
Learning Disabled ◽  
Disabled Children ◽  
Academic Problems ◽  
Oral Language Skills ◽  
The Relationship

The difficulties encountered by learning disabled children in the area of oral language have been recognized by many writers. It has been proposed that the academic problems experienced by many learning disabled children are closely associated with the difficulties they experience in oral language. Magee and Newcomer explore this association and delineate components of oral language in learning disabled children which relate most significantly with reading, mathematics, and spelling.

The moderating effect of Korean preschoolers’ receptive and expressive language skills on the link between Korean PA and English PA

2019 ◽  
Vol 46 (05) ◽  
pp. 894-912
Author(s):  
Yea-Ji HONG ◽  
Soon-Hyung YI
Keyword(s):  
Second Language ◽  
Oral Language ◽  
Language Skills ◽  
Expressive Language ◽  
Moderating Effects ◽  
Initial Stage ◽  
Oral Language Skills ◽  
Study Participants ◽  
Cross Language ◽  
The Relationship

AbstractThe purpose of the current study was to examine whether oral language skills moderate the effect of Korean phonological awareness (PA) on English PA for Korean preschoolers in the initial stage of learning English as a second language. The study participants comprised 81 five- to six-year-old Korean preschoolers attending Korean-medium preschools in South Korea. The findings demonstrated that Korean PA was significantly associated with English PA. In addition, Korean receptive and expressive language skills had moderating effects on the relationship between Korean PA and English PA, respectively. This study is discussed not only in terms of cross-language PA transfer in processing two phonologically and orthographically different languages but also in light of the importance of native language skills interacting with native PA in the second-language PA development of preschool children in the initial stage of learning a second language.

scholarly journals Διερεύνηση της ανάπτυξης του προφορικού λόγου και της δημιουργικής σκέψης των παιδιών προσχολικής ηλικίας, μέσα από διδακτικές παρεμβάσεις αξιοποίησης της εικαστικής τέχνης

2020 ◽  
Vol 24 (1) ◽  
pp. 51
Author(s):  
Ευανθία Μακρή-Μπότσαρη ◽  
Πολυξένη Τογαντζή ◽  
Ευστρατία Σοφού
Keyword(s):  
Visual Arts ◽  
Oral Language ◽  
Visual Art ◽  
Creative Thinking ◽  
Language Skills ◽  
Group Discussion ◽  
Children's Narratives ◽  
Oral Language Skills ◽  
Kindergarten Classroom ◽  
The Relationship

The aim of this study was to investigate the contribution of visual art to thedevelopment of oral language and creative thinking of toddlers in the context of a targeted teaching intervention in a kindergarten classroom in Athens. The pupils came in contact with artworks based on Perkins’ methodical art observation model. The intervention lasted for three months and involved 20 children (15 toddlers aged 5-years-old and 5 toddlers aged 4-years-old). Language skills and creative thinking were evaluated at the beginning and at the end of the intervention. Data was collected through group discussion, interviews and children’s personal artworks. The results showed that after the intervention, substantial changes were observed in both the language skills and creative thinking of the children. In particular, children’s narratives were better in structure and quality, vocabulary was richer, and more children participated in a discussion in comparison with the beginning of the intervention. In terms of creative thinking, a higher level of hypothesis was made, more ideas were produced, and mainly more visual works based on the observed works of art were produced by the children. This paper contributes to research into the development of oral language skills and creative thinking, highlighting the relationship between visual arts and the development of toddlers’ basic preschool skills.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills

Automatization and Basic Fact Performance of Normal and Learning Disabled Children

1983 ◽  
Vol 6 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Katherine Garnett ◽  
Jeannette E. Fleischner
Keyword(s):  
Learning Disabled ◽  
Academic Skills ◽  
Older Age ◽  
Basic Fact ◽  
Disabled Children ◽  
Rapid Automatic Naming ◽  
The Relationship ◽  
Naming Test

The relationship between automatization ability, as measured by the Rapid Automatic Naming Test (RAN), and proficiency in arithmetic basic fact computation was investigated. Subjects included 120 learning disabled and 120 nondisabled children between 8 and 13 years of age; 60 subjects in each group were designated as either younger or older. Significant correlations were obtained between RAN performance and basic fact proficiency for both the learning disabled and nondisabled groups. In addition, learning disabled subjects were found to be less proficient in basic fact computation and slower on RAN than their nondisabled peers at both younger and older age levels. Correlations were substantial enough to further inquire whether LD youngsters' lack of proficient basic fact skills may be due, in part at least, to weak automatization. The construct of automatization, or automaticity, has applicability to academic skills beyond those previously investigated.

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

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