Oral Language Development

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Oral Language Development

Children develop oral language at a very early age. Almost every sound a human being makes can be considered communication. As children grow up, they are constantly observing and practicing communication and oral language. What they know about oral language has an effect on the development of their literacy skills. “Students who had difficulty with early speech communication skills were believed to be at risk for reading…and consequently writing” (Montgomery, 1998). Therefore, the development of oral language has an effect on the ways in which emergent readers develop literacy.

Transcribed dialog taken from a personal interview with a 3-year-old girl named Gianna will be referred to in this paper. Gianna’s dialog will provide examples and will be the foundation for the discussion and analysis of language development and its effects on emergent readers. “A language requires the use of signs or symbols within grammar-that is, within a structure of rules that determines how the various signs and symbols are to be arranged. Language also allows the use of signs or symbols within a grammar to create novel instructions” (Dworetzky, 1996, p. 226-227).

Today, more than ever, oral language is being carefully studied and assessed. “It has been only recently that spoken language has been recognized as a condition of learning in all subjects, and thus the assessment of performance in it a necessity” (Keenan et. al., 1997). This is one reason why we must assess oral language. According to Salvia and Ysseldyke (1998), there are two main reasons for this type of assessment. “First, well-developed language abilities are desirable in and of themselves” (p. 539). This means that an individual should have the ability to carry on a conversation, as well as, express thoughts, emotions, and feelings. “Second, various language processes and skills are believed to underlie subsequent development. For example, research indicates that difficulties in oral language are related to the incidence of behavior disorders” (Salvia et. al., 1998, p.539). However, early detection of these oral-language disorders can have a positive effect on that child’s academic development.

There are many different views of oral language. Language theorists describe the various structural aspects of language. They also focus on explanatory mechanisms. More recently, t...

... middle of paper ...

...G. Personal Interview. 11 Nov. 1998

Dworetzky, J.P. (1996). Introduction to Child Development. (6th Ed.).

New York: West Publishing Company.

Foorman, Barbara R. (1995). READING—Language Experience Approach.

Keenan, D., Drummond, R., Akers, M., & Senterfitt, H. (1997). Evaluating and

Enhancing Children’s Oral Language Grades K-8. Orlando, FL: Florida

Educational Research Association.

Levende, David. Transitions: Teachers Moving into Whole Language.

Journal of Instructional Phychology, Dec91, vol. 18 Issue 4, p266, 4p

Montgomery, Judy K. Assessing Talking and Writing: Linguistic Competence for

Students at Rist. Reading and Writing Quarterly, JulSep98, vol. 14 Issue 3,

p243, 19p

Senechal, Monique et al. Differential Effects of Home Literacy Experiences on the

Development of Oral and Written Language. Reading Research Quarterly,

Jan-Mar98, vol. 33 Issue 1, p96, 21p

Sylvia, J., & Ysseldyke, J.E. (1998). Assessment. (7th Ed.). Princeton, NJ: Houghton

Mifflen Company.

Vacca, J.L. Vacca., R.T. & Gove, M.K (1995). Reading and Learning to Read, 3rd Ed.

New York: Harpers Collins Publishers, Inc.

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