Essay on Oral Language Development

The child I will be observing is Miss S, and her age is 5 years old. I will be observing Miss S in the Language Development which pertains to the Oral Language. I found out from the mother Mrs. K that Miss S. has a stuttering problem when she gets excited. Miss S gets embarrassed most of the time she does it. Mrs. K her mother states that she has to stop Miss. S and tell her to slow down and take her time. Miss S when she takes her time she can talk without the stuttering but she uses 2 word sentences because she is afraid to talk and people make fun of her. The mom says the best place to observe Miss S is here at head start in the classroom, because she fills more comfortable around her teacher and her peers. Miss K the mom states that she

Reading is an acquired skill, developed through explicit teaching and founded upon a child’s innate ability to hear and process sounds from birth. Beginning at birth exposure to oral language, gestures and the functions of communication (Fellows & Oakley, 2010 p.165) allows exploration of sounds and words and their connection to each other, and introduces cue systems that will later assist in decoding complex text as development of reading ability occurs. Cue systems including linguistic rules of speech, such as grammatical, pragmatic, semantic and syntactic structures (McDevitt & Ormrod, 2004, p. 324), provide readers with strategies and knowledge for comprehension and phonological awareness (Gascoigne, 2005, p. 1). Rich language exchanges

Emergent literacy is the earliest period or stage of learning to read and write (Temple, Crawford, Ogle & Freppon, 2014, p13). It is a process involving the development of language and print concepts, especially as they begin to link together. Children learn how to read before they are taught how to read. Starting as early as birth, they acquire some knowledge about language, reading and writing prior to entering school. The development occurs in the everyday contexts of the home and the community. Nevertheless, there are several elements for children to acquire in order to fully develop their awareness of literacy.

Phonics is imperative to learning to read because it allows for the reader to distinguish these associations in letters and words that they read to captivate comprehension (Walbank & Bisby, 2016). At the preschool-grade, knowledge of the alphabetic principles should be extensive and in-depth, however, too much focus can lead to over application of this skills having words read but not comprehended. The directional approach for teaching phonics should be precise, articulated well with graphemes organised in a logical and systematic way allowing plenty of time to recite the new skills received inherited obtained attained gained acquired (Learning Point Associates, 2004). Likewise, with phonological awareness the expertise of listening to the sounds in phonemes and words, phonics helps complete the process of sounding out to decode what has been read to eventually move onto the primary goal of learning to read being comprehension (Fellows & Oakley, 2014). Another approach is to teach phonics is the analytical technique in which the teacher guides students to observe phonemes and graphemes by scrutinising full words to bring forth another critical thinking skill required to understand what the text means (Ewing & Maher, 2014). This essential component combined with

As children learn new vocabulary words while learning to read, they understand and make connection with the sounding of the letters already acquired, to the word they see in print. Even though children learn the vocabulary meanings, usually through indirect experiences,

This understanding of literacy development is relatively new and complements the research that supports the crucial role that early experiences play in shaping the development of our brain.

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

The learning provisions for development in literacy are extremely important and can be reached by using their language skills. They learn to communicate with others through three main ways: they are Speaking, Reading and Writing. These three areas interact with each other and develop the Childs self-expression and imagination. They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level.

Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.

Reading is the interpretation of written symbols and involves the visual perception of those symbols. Reading connects the meaning of symbols with the words that has been spoken or heard. Kindergarten students build reading skills as they progress from letter recognition to early phonics. They begin to learn the beginning and ending sounds of common or high frequency words. As their vocabulary increases students begin to use words

In literacy, there are about three key areas as far as language is concerned. These include reading, writing, speaking, and listening. All of these areas are instrumental in developing children in relation to literacy. Literacy aims to develop the abilities of children in areas such as speaking, reading, writing, and listening for different purposes. This is instrumental in helping children to demonstrate themselves imaginatively and creatively. Primary Framework aims at increasing and supporting the ability of children to access the excellent teaching hence helping Children progress in education.Listening and Speaking: These aim at developing, anticipating the sensitive listeners. Another aim is to develop the thoughtful, sensitive, and critical listeners.

Emergent literacy is important because the literacy development begins earlier than formal schooling. Phonological awareness, letter names, and letter-sound knowledge are essential for beginning reading instruction. Phonemic awareness is a strong predictor of success in the first two years of schooling. Additionally, letter knowledge is the first step to learn the alphabetic principle and one of the most important early reading skills. Several studies investigated Visual Phonics with preschoolers and revealed significant improvements during these fundamental early years.

At the second year, they start to say a few words that caregivers are more likely to recognize. Furthermore, they start to express feelings through different tones of a single word, which is holophrase. Around this point, a baby knows 10 times more vocabularies than s/he can actually speak them out. Once an infant is capable of saying 50 words, the first language spurt comes, which is naming explosion. A baby’s vocabularies increase quickly, with 50 to 100 words in every month. People around them are those can be remembered first. Babies also tend to refer things to their favorite

Learning to read is a valuable and important skill that children acquire from a very early age. Children gain an understanding of the different sounds in our spoken language from a wide range of different experiences and social interaction with their environment. For example, singing and saying rhymes, sharing books, making and listening to music, pretend play, listening to adults and joining in conversations etc ect. as mentioned by Vygotsky (1978)

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).