1. LLED 556 #3 Oral and Written Language

3. preschool oral language abilities predict reading three to five years later

4. In particular:

5. expressive vocabulary, and

7. Semantic skills (meaning vocabulary) predict passage comprehension

11. Children who enter grade 4 with lower vocabulary show increasing problems with reading comprehension, even if they have good decoding/word identification skills

15. Main tool for communication, upon which others are built

16. Related to literacy, other forms of representation, other symbol systems

18. People use language for specific purposes - to get things done

19. Language practices vary across cultures

21. Cognitive & Affective

22. capacity is “hard wired” in humans

23. learned through use

24. active engagement

25. experimentation & play

26. successive approximations

29. Internalization of social speech, at about age 7, becomes private or inner speech, which then precedes action (planning).

31. genres - typical ways of using language - oral and written

32. texts of various kinds (print, multimodal)

33. participation structures (discourses; Discourses)

34. children learn their primary Discourses within the familyImmersion (language environment) Opportunities for social interaction

36. social practices, participation structures

37. contextualized

38. integrated within purposeful activity

39. shared attention

40. collaborative

41. dialogic - built on others’ words

42. transactional - meaning created in the interactionSocial Interaction (adults and other children)

44. Acceptance of approximation

45. Feedback

46. Contingent response

47. Support

48. Extension and elaboration (stretching) (Joan Tough, Gordon Wells)

50. Mostly-quiet classrooms

51. Isolated vocabulary instruction

52. Vocabulary worksheets, etc.

54. “texts that stretch”

55. Much language growth comes from non-print sources (parents, peers, teacher explanations, class discussions, television, etc.)

57. experience cognitively challenging talk and texts

58. on sustained topics, and

60. Acknowledge cultural and linguistic differences in children’s backgrounds

62. for communication and social interaction

63. as a tool for thinking and learning

64. secondary Discourses and genres needed for success in school and beyond