Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
Oral Language and Phonological Awareness
Oral language is the creation of messages produced with vocals, as opposed to written text or gestures. Today much of our communication is handled orally, especially for students in early years of school that are unable to read and write but must communicate with their teachers. In later years, oral language is heavily focused on in school and students are encouraged to share their opinions mid class and give presentations. This is to prepare students for situations in society and at the workplace where they must be able to communicate clearly and efficiently. Generally, students are expected to possess some level of oral language capability entering kindergarten, which teachers are then expected to build upon (Solley, 2014). Students initially build their oral language capabilities from the millions of words that they hear from their parents and home environment. With different home environments, this leads to varied levels of capabilities between students (Snow et al., 2012, p. 496). To get every stu...
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...nd a sizable vocabulary that contains the words they’re attempting to read. Vocabularies are built with the help of strong phonics skill, which in turn build upon good phonological skills and oral language capabilities.
Snow, P. C., Powell, M. B., Sanger, D. D., Nippold, M., & Schneider, P. (2012). Oral language competence, young speakers, and the law. Language, speech & hearing services in schools, 43(4), 496-506. doi:10.1044/0161-1461(2012/11-0065)
Solley, J. (2014, January 07). [Web log message]. Retrieved from https://bconline.broward.edu/d2l/le/content/118025/Home
Solley, J. (2014, February 18). Literacy for the 21st century: fluency. [Presentation] Powerpoint presented during in-class lecture. Davie, FL.
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
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