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Maine Reading First Course. Session #3 Oral Language Development. Key Learning Goals Session 3 Oral Language Development. Explore the progression (stages) of oral language development. Explore how reading and writing development can be supported through home and early childhood experiences.

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maine reading first course

Maine Reading First Course

Session #3

Oral Language Development

Maine Department of Education 2005

key learning goals session 3 oral language development
Key Learning GoalsSession 3Oral Language Development
  • Explore the progression (stages) of oral language development.
  • Explore how reading and writing development can be supported through home and early childhood experiences.
  • Learn how oral language serves as a foundation for learning to read and write.
  • Explore strategies to support the reading and writing development of students with oral language disabilities.

Maine Department of Education 2005

principals of oral language acquisition
Principals of Oral Language Acquisition
  • Oral language acquisition is both a simple and a complex process.
  • Most children acquire a large vocabulary within the first six years of life.
  • Cultural similarities exist in oral language acquisition.
  • Oral language development is supported by adult interactions with children.
  • Four major areas of competence are necessary in the development of oral language:
          • Phonology/Morphology
          • Semantics
          • Syntax
          • Pragmatics
  • How children learn language is a topic of controversy amongst researchers.

Maine Department of Education 2005

stages of oral language development
Stages of Oral Language Development
  • Early Vocalization (birth to 3 months)
  • Cooing (3-6 months)
  • Babbling (6-10 months)
  • Holophrastic Speech (10-18 months)
  • Telegraphic Speech (18-24 months)
  • Complete Sentences (24 months and beyond)

Maine Department of Education 2005

why should we be concerned about children s oral language development
Why should we be concerned about children’s oral language development?

Studies have documented that children who are at risk for not learning how to read often enter schools with:

  • fewer verbal skills
  • less phonological awareness
  • less letter knowledge
  • less familiarity with the purposes and mechanisms of reading and writing

Maine Department of Education 2005

between birth age 4 children need extensive opportunities to
Between birth-age 4, children need extensive opportunities to ………
  • build their oral vocabularies
  • use their oral language skills for a variety of purposes
  • learn and discriminate between the sounds of letters and words
  • hear narratives and explore their components
  • engage in discussion about stories/books to build comprehension
  • explore concepts of print
  • learn the functions of print
  • practice letter and early word recognition
  • enjoy literacy activities

Maine Department of Education 2005

parallel principles of speaking reading and writing development
Parallel Principles of Speaking, Reading, and Writing Development

Adults facilitate ___________________ development by:

  • Immersing children in opportunities to ____________.
  • Modeling __________ on multiple occasions in a variety of ways.
  • Responding positively to children’s attempts to __________.
  • Providing emotionally safe environments for children to take risks with their __________.
  • Supporting children in their efforts to _________.
  • Expecting children to learn to ___________ like adults.

Maine Department of Education 2005

classroom discourse a historical perspective
Classroom DiscourseA Historical Perspective

United States discourse studies of the 1960’s & 1970’s focused on classroom talk events, and found that:

  • Teachers do most of the talking (75%)
  • Teachers ask the most questions (90-95%)
  • A 3-Part series of talk, commonly known as IRE, serves as the basic structure of talk.
    • I = Initiation
    • R = Response
    • E = Evaluation

Maine Department of Education 2005

classroom discourse a historical perspective continued
Classroom DiscourseA Historical Perspective (Continued)

British discourse studies of the 1960’s and 1970’s focused on the important of talking as a tool for learning.

These studies suggested that curriculum should provide experiences that require students to use language to communicate meaning because it reinforces learning.

Maine Department of Education 2005

classroom discourse a historical perspective continued1
Classroom DiscourseA Historical Perspective (Continued)

Since the 1970’s, discourse studies have focused on talking within the social context of learning, and have demonstrated that teachers need an awareness of:

  • the functions language serve for learning and
  • how teachers’ talk impacts student talk

Maine Department of Education 2005

classroom discourse a historical perspective continued2
Classroom DiscourseA Historical Perspective (Continued)

Discourse studies of the last 30 years have also focused on the benefits of peer discourse, demonstrating that:

  • Peer discourse can be a catalyst and a scaffold for learning when students hear multiple view points and collaboratively construct learning
  • Children develop and practice oral communication skills

Maine Department of Education 2005

ways to promote classroom discourse
Ways to Promote Classroom Discourse
  • Provide many opportunities for students to converse with the teacher and each other
  • Provide responses to students that clarify, encourage elaboration of ideas, validate ideas, repeat information, and scaffold understanding to higher levels
  • Teach and model rules for speaking and listening to others
  • Provide wait time for student responses
  • Demonstrate awareness of how group size and composition, seating, eye contact, and facial expressions impact communication
  • Demonstrate awareness of the positive and negative messages teacher responses can send to students

Maine Department of Education 2005

language disorders
Language Disorders
  • The term language disorder represents a group of developmental or acquired disabilities characterized by deficits in comprehension, production, and/or use of language.
  • Language disorders may persist across the lifetime of the individual.
  • The symptoms, severity, and effects of the disorder can change over time as a consequence of:
        • Context/situation
        • Content
        • Structure of learning tasks
        • Supports provided to learner

Maine Department of Education 2005

ways to support students with language disorders
Ways to Support Students with Language Disorders

Think of a student with whom you have worked that has had a language disorder. Examine the handout with suggestions for supporting students with language disorders.

Place a checkmark beside each suggestion that you used when working with that student.

Circle each suggestion that is new to you that might help support that student.

Maine Department of Education 2005

3 2 1
3—2—1
  • 3—things worth remembering
  • 2—things to learn more about
  • 1—burning question

Maine Department of Education 2005