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Oral Language:Development & Impact on Academic Success

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Chandani P

on 22 April 2014

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Transcript of Oral Language:Development & Impact on Academic Success

Oral Language:
Development & Impact on Academic Success

Chandani Patel
SPA 520 Speech & Language Development
Dr. Stoute-White
April 22, 2014

Abstract
The purpose of this study was to examine archival research on the impact oral language development has on a child’s academic success from kindergarten through high school. Electronic databases were utilized to locate research on the development of oral language and the impact it would have on a student’s education. The results indicate that the development of oral language is critical to a student’s literacy development, including listening, speaking, reading and writing. If the child’s literacy is not properly developed, this can have adverse impacts on all academics. Understanding the impact oral language development has on academic success is essential for effective clinical application of speech-language intervention.
Introduction
To investigate and explore oral language development of school-aged children from kindergarten through high school, and how deficits during these years may impact academic success.
Purpose
refining features learned earlier and continues
many exceptions to rules learned
enormous amount of linguistic creativity
Literature Review
General Language Development
equipped with language skills needed to get through commonsense, logical, and daily tasks
increase in the amount and complexity of the child’s linguistic inventory
boost in use of linguistic inventory - conversations & narratives
growth in all aspects of language
most in pragmatics & semantics
after first 6 years - cognitive & communication skills nearly equal those of an adult
Oral Language Development
Narratives
ages 5-6: various types of narratives that are long & incoherent
Conversations
can introduce a topic into a conversation & switch the topic(s) of the conversation
Christie (2012)
Impact on Academic Success
oral language - bridge to written language & academics
Impact on Academic Success (cont'd)
Speaking
Listening
semantics
Oral Language
syntax
morphology
pragmatics
discourse
sounds
after age 8: can clearly convey sense of plot
older children:
less unresolved problems, decrease in extra details, increase in overt marking of changes in time and place, more introduction, and more complex episode structure
age 7: better grasp on indirect requests
age 8: aware of the intentions of others and takes them into consideration
age 6: conversational repair -give more information
age 9: address the source of the breakdown in communication/more background information
adolescence: indirect request further develops
Griffin et al (2004) - examined relationship of oral discourse in pre-K & later skill in reading/writing
70% of children with oral language deficits will later display impairments in written language.
National Early Literacy Panel (2008) - oral language linked to reading comprehension
Results
Methodology
archival studies from 2011-2014, then expanded
computer search of electronic databases & literature review
selection criteria:
empirical data on infants/toddlers/adolescents
typical development of oral language
deficits in oral language during the years between kindergarten and high school
Oral Language Development
language development - from the simple and congruent, to the less simple and noncongruent
Impact on Academic Success
Christie, 2012)
discovery into the knowledge structures of an English-speaking culture so that they can, enter into ‘society’s conversations’ about theoretical knowledge
age 3 vocabulary - strongly associated with learning to read and reading comprehension at the end of third grade
(Hill & Launder,2010)
scores kindergarteners achieved on measures such as receptive vocabulary, narrative production, and emergent literacy - extremely foretelling of reading comprehension and receptive vocabulary in 4th & 7th grades
language impairments = more risk for behavioral problems
illiteracy - affects all facets of an individual’s life
Limitations
older studies
limited information on specific age groups
Clinical Implications
base knowledge of normal development - effective treatment
oral language deficits can be identified earlier
differential diagnosis between disorders
Discussion
OWLS II - Oral & Written Language Scales - II
CELF 4 - Clinical Evaluation of Language Fundamentals 4
References
Alt, M., Arizmendi, G. D., & Beal, C. R. (2014). The relationship between mathematics and language:
academic implications for children with specific language impairment and english language learners. LSHSS, doi:10.1044/2014_LSHSS-13-0003

Bianco, M., Pellenq, C., Lambert, E., Bressoux, P., Lima, L., & Doyen, A. L. (2012). Impact of early code
skill and oral-comprehension training on reading achievement in first grade. Journal of Research in Reading, 35(4), 427-455. doi: 10.1111/j.1467-9817.2010.0147492.7

Carter, D. R., Chard, D. J., & Pool, J. L. (2009). A family strengths approach to early language and
literacy development. Journal of Early Childhood Education, 36, 519-526.

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999), Language basis of reading and reading
disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading,
3,331-361.

Christie, F. (2012). Language education throughout the school years: a functional perspective.
Chichester, West Sussex: Wiley-Blackwell.

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual Growth for all students, Catch-Up Growth
for those who are behind. Kennewick, WA: The New Foundation Press, Inc.

Griffin, T. M., Hemphill, L., Camp, L., & Wolf, D. P. (2004). Oral discourse in the preschool
years and later literacy skills. First Language, 24, 123-147.

Hill, S., & Launder, N. (2010). Oral language and beginning to read. Australian Journal of
Language and Literacy, 33, 240-254.

Lindsay, G., & Dockrell, J. E. (2012). Longitudinal patterns of behavioral, emotional, and social
difficulties and self-concepts in adolescents with a history of specific language impairment. Language, Speech, and Hearing Services in Schools, 43, 445-460.

Locke, A., Ginsborg, J., & Peers, I. (2002). Development And Disadvantage: Implications For
The Early Years And Beyond. International Journal of Language & Communication Disorders, 37, 3-15.

Owens, R. E. (2012). Language development: an introduction (8th ed.). Boston: Pearson.

Spencer, T. D., & Slocum, T. A. (2010). The effect of a narrative intervention on story retelling
and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention, 32, 178-199.
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