What good is a picturebook? Developing children’s oral language and literacy through shared picturebook reading

2015 ◽  
pp. 208-222
Keyword(s):  
Oral Language ◽  
Language And Literacy ◽  
Picturebook Reading

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.

The role of word reading and oral language skills in reading comprehension in Syrian refugee children

2020 ◽  
Vol 41 (6) ◽  
pp. 1283-1304
Author(s):  
Redab Al Janaideh ◽  
Alexandra Gottardo ◽  
Sana Tibi ◽  
Johanne Paradis ◽  
Xi Chen
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Refugee Children ◽  
Language And Literacy ◽  
Simple View Of Reading ◽  
Simple View ◽  
Syrian Refugee ◽  
Oral Language Skills

AbstractCanada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.

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.

Improving Oral Language and Literacy Skills in Preschool Children from Disadvantaged Backgrounds: Remembering, Writing, Reading (RWR)

2010 ◽  
Vol 29 (4) ◽  
pp. 363-390 ◽  
Author(s):  
Allyssa McCabe ◽  
Judith Boccia ◽  
Mary Beth Bennett ◽  
Natallia Lyman ◽  
Ryan Hagen
Keyword(s):  
Preschool Children ◽  
Oral Language ◽  
Literacy Skills ◽  
Language And 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.

Exploring the Use of a Multiple-Gating Screening Process to Identify Preschool-Age Children for Multitiered Instructional Support

2019 ◽  
Vol 39 (4) ◽  
pp. 238-249
Author(s):  
Adrienne Stuckey ◽  
Kizzy Albritton
Keyword(s):  
Early Literacy ◽  
Low Income ◽  
Oral Language ◽  
Instructional Support ◽  
Preschool Age ◽  
Future Research ◽  
Language And Literacy ◽  
Early Language ◽  
Screening Process ◽  
Preschool Age Children

Many recent studies about preschool early language and literacy skills utilize multiple assessments to identify young children who require additional multitiered instructional support. Although the use of a single screening instrument may be efficient but overidentify children in need of intervention, the universal administration of multiple diagnostic assessments can allow for greater precision but strain available local resources. This study explored the use of a multiple-gating screening procedure to identify preschool-age children from low-income backgrounds who exhibit early literacy and language weaknesses and may be in need of additional instructional support. A brief early language and literacy screening measure was administered to all children followed by an oral language diagnostic measure administered to a subset of children based on predetermined criteria. Findings suggest that the multiple-gating procedure decreased the rate of false positives and may be an effective screening approach for early childhood settings. Implications for future research are discussed.

The Applicability of Picturebooks to Teach English as a Foreign Language

2019 ◽  
pp. 93-113 ◽  
Author(s):  
Teresa Fleta Guillén
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Oral Language ◽  
Conceptual Knowledge ◽  
Subject Area ◽  
Language Abilities ◽  
Practical Advice ◽  
Young Learners ◽  
Mode Of Instruction ◽  
Picturebook Reading

Interactive shared picturebook reading with learners of different ages and levels has proven to be a prominent practice in all languages. The overall aim of the chapter is to explore the applicability of shared picturebook reading to teach English as a foreign language. Due to the affordances of the multimodality of picturebooks to develop language and content knowledge, this critical investigation seeks to integrate shared picturebook reading as a mode of instruction into the young learners' academic curriculum to promote oral language abilities and conceptual knowledge. In order to provide practical advice for educators of young learners, the chapter describes ways that picturebooks boost vocabulary, language learning, and conceptual knowledge in English L2. The chapter develops criteria to select picturebooks for subject-area instruction, paying attention to the picture-word dynamics.

scholarly journals Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time

2017 ◽  
Vol 18 (3) ◽  
pp. 89
Author(s):  
Lyndsay Moffatt
Keyword(s):  
Oral Language ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Literacy Curriculum ◽  
Mandated Curriculum ◽  
School Gardening ◽  
Food Programs ◽  
Audio Data ◽  
Oral Language Skills ◽  
Asking Questions

While recent research has documented a myriad of benefits to school gardening and food programs, many educators and administrators voice concerns that such programs detract from the provincially mandated curriculum and few researchers have investigated how school gardening and food programs may support language and literacy curriculum expectations. Using a content analysis of transcripts of audio data from a school gardening and food program that matched 24 kindergarten children with 17 adult and young adult volunteers, this study illustrates how such a program may help support mandated language and literacy curriculum. Analysis suggests the children involved in the program practiced important oral language skills, such as asking questions and expressing experiences with their garden buddies at a high frequency. 

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