Written in English
|The Physical Object|
|Pagination||xiv, 218 leaves|
|Number of Pages||218|
To gain more information about the language awareness of young children, a study examined the relationship between 14 middle class kindergarten children's oral language and their reading achievement in third, fourth, and fifth grades. Individual children's ranks on 61 oral language features derived from a previous microethnography were compared to their ranks on the California Test of Author: Peggy Lazarus. This study investigates oral language characteristics of first-grade children to determine the relationship between selected measures of oral language and reading achievement at the end of first grade. Using the Stanford Achievement Test, Reading, the study shows statistically significant, but low, correlations existing between the comprehension subtest scores and oral language measures of Cited by: 1. In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking. (The chart references(The chart references StorchStorch & Whitehurst, and depicts a progression from pre-K to fourth grade and illustrates at witch grade level the follo wing items appear and their relative connections: Oral Language (OL), Code Related (CR), Rea ding (R), Reading Comp (RC), Accuracy (RA).) Oral Pre-K.
The NELP report, along with other studies of children’s early language development, suggests that early oral language has a growing contribution to later reading comprehension — a contribution that is separate from the important role played by the alphabetic code. Children with a history of oral language impairment are more likely to present with reading difficulties than their peers (general population). Some research identified this increased likelihood to be as great as four to five times more likely than their peers (Catts, Fey, Zhang, & Tomblin, ). This strong relationship between oral language and reading is manifested in the high correlations that develop between reading and listening comprehension once children have gained a degre e of proficiency in word identification. If children come to school with well-developed oral language. Oral language skills are linked to the code-related skills that help word reading to develop and they also provide the foundation for the development of the more-advanced language skills needed for comprehension (Cain & Oakhill, ).
A group of first grade students would enjoy the book, If You Give a Mouse a Cookie, but they are not ready to read it independently. To help the children enjoy and use the book effectively, their teacher should use the practice of: a. round-robin reading b. popcorn reading c. shared reading . Oral language as a predictor of early reading The importance of oral language as a predictor of future literacy achievement is supported by research across a number of oral language domains. Young children need to have control over several aspects of oral language prior . the basis for success in academic pursuits. Reading, writing, and working with numbers are tasks that are based on language skills ,  describes this as the interplay between everyday language skills and more advanced communication skills. Indeed, language proficiency is a . reading and writing ability. Most states address the importance of literacy with standards for proficiency at each grade level in areas of oral language, reading, and writing. Even with the goal of improving literacy achievement in the forefront of recent No Child Left Behind (NCLB) legislation, many children are still struggling to read at a basic.