Oral Language and Beginning Reading: Exploring Connections and Disconnections.

摘要: The purpose of this study was to explore the connections between young children‘s oral language vocabulary and reading written in beginning books. Oral has been viewed as foundation for emergent development it provides semantic base, syntactic base phonological successfully moving from language. In fact years before school home environment is an important factor early success. research reported involved children their first year a socioeconomically diverse community. findings revealed disconnections receptive reading. Children with English Second Language scored low on but high levelled texts. scores texts small group Aboriginal both measures. This raises questions about view that neatly underpins suggests learning read akin second all children. And when he came place where wild things are they roared terrible roars gnashed teeth rolled eyes ... Where (Sendak 1963). Introduction long regarded draw meaning, syntax phonology spoken bridge literacy. However, many teachers have commented vast diversity capabilities starting school. case metropolitan Adelaide were concerned some relatively vocabularies used forms nonstandard thought may difficulty using books or book aid Also schools increasing numbers additional well who speak languages which not recorded form. concern these led series explored further through review literature several studies involving predictor importance future literacy achievement supported by across number domains. Young need control over aspects prior process— Forum Public Policy 2 phonology, vocabulary, syntax, discourse pragmatics (Snow, Burns Griffin 1998). Research shown size at age 3 strongly associated comprehension end third grade (Hart Risley 2003). Dickinson Tabors (2002) found kindergarteners achieved measures (receptive narrative production, literacy) highly predictive fourth seventh grade. There characteristics language: word meanings (semantics), sentence structure (syntax), architecture words parts (morphology) sounds (phonology) (Richgels 2004). particular will be compared around us we take granted, unaware choices make form use. writing, demands there conscious attention involves do semantics, phonology. For example, four old invented speller wants write I chair‘ consider order writing 'chair' child needs pay phonemes way never had awareness cannot underestimated Richgels (2004) points out born able perceive example birth can difference /s/ /z/. also writes greatest even then, mostly subset knowledge; phonemes. identified It argued competence construction bring rich new task writing. Record (ROL), (Clay et al. 2007) developed measure syntax. However sentences ROL similar uses more complex embedded structures. contrast likely fragmented clauses phrases strung together, false starts repetitions abandoned intonation units (Purcell-Gates 2001). obvious comparing speech statement aloud. A child‘s one most visible acquisition indicator his her linguistic health ability use varied contexts multiple purposes. everyday hear fewer rare occur Hayes Ahrens (1988) state lexical input conversations limited source outside 5,000 common terms. To develop knowledge requires extensive broad range subjects. children's enhanced shared picture either primary language, strengthen English-language learners (Roberts 2008). related hearing aloud independent Purcell-Gates (2001) argues directly relevant because including its conventions differs significant ways She concerns environments preschool experiences only degree affect knowledge. other should conceptual procedural how works standard non-standard constitutes upon develops. Compared act takes time. As being time consuming text adjectival adverbial whereas consists fragments, starts. reflects greater choice perhaps choose than engaged spontaneous conversation. With noted link assumed would proficiency. effective readers