scholarly journals Effects of Two Teaching Strategies on Preschoolers’ Oral Language Skills: Repeated Read-Aloud With Question and Answer Teaching Embedded and Repeated Read-Aloud With Executive Function Activities Embedded

2020 ◽  
Vol 10 ◽  
Author(s):  
Hsin Ying Chien
Keyword(s):  
Executive Function ◽  
Teaching Strategies ◽  
Oral Language ◽  
Language Skills ◽  
Read Aloud ◽  
Question And Answer ◽  
Oral Language Skills

scholarly journals TEACHER CHARACTERISTICS THAT INFLUENCE DEVELOPMENT OF ORAL LANGUAGE SKILLS AMONG PRE-PRIMARY SCHOOL PUPILS IN NAIROBI CITY COUNTY, KENYA

2018 ◽  
Vol 7 (3) ◽  
pp. 50-63
Author(s):  
Kenneth Odhiambo Okelo
Keyword(s):  
Primary School ◽  
Teaching Strategies ◽  
Oral Language ◽  
Language Skills ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Oral Language Skills ◽  
Trained Teachers ◽  
Oral Skills

This article presents the findings from our investigation of teachers’ characteristics that influence development of oral language skills among pre-primary pupils. The study was conducted in 83 schools in Kibra Sub-County, Kenya. Questionnaires and observation schedules were used to collect data. Data was analysed using SPSS. The main findings of the study indicate that teaching strategies that were mostly used by pre-primary school teachers were code-switching, examples, repetition, substitution and explanation. On the other hand, questions, direction, expansion of children words and contrast were the least used teaching strategies when teaching oral language skills. The study revealed that the there is a slight correlation between the type of training teachers received and the teaching strategies they used as most of the DICECE (District Centres for Early Childhood Education, Kenya) trained teachers used more teaching strategies when teaching oral skills compared to non-DICECE teachers. The findings also revealed that there was some correlation between teacher’s academic qualifications and their use of a few teaching strategies. There was also some correlation between teaching experience and the use of a few teaching strategies. Since the strategies used by pre-primary school teachers under the study were less than half of the recommended teaching strategies to promote oral skills, the study recommends that teachers should be encouraged to use more in structural strategies to improve children’s oral language 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

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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