The Importance Of Oral Language And Literacy Development

Discussion - Coupled with common sense and classroom experience, research shows that parental involvement is crucial in improving reading and literacy skills in children from preschool through adolescence. It appears that babies who are spoken to more by caregivers, or have music or patterns played

It is believed that parents of young children tend to be younger themselves, and therefore have less career experience causing them to earn less money (Fass, 2006). This means that younger children in severe need of parental support to develop literacy skills will often miss

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.

The single most significant factor influencing a child’s early educational success and achievement is an introduction to books and being read to at home prior to beginning school. Parents must be literate to help their children succeed.

I read a text called The importance of families and the home environment by Jennifer Cole and the National Literacy Trust. Jennifer Cole talks about how child's family and home environment has a strong impact on his or her language and speech development and school achievement. A parent or parents are a child's first form of educator. Cole writes about how social economic statues, family size, and parents education impact an child's home environment. The conveyed that education polices should not limit and only aim to improve literacy standards when children on spend a small percentage of their lives in school, yet polices should aim to embrace the idea of family as a whole and to get parents and guardians to be involved with him or her early.

“Literacy learning has a profound and lasting effect on the social and academic lives of children. Their future educational opportunities and career choices are directly related to literacy ability. Since early childhood is the period when language develops most rapidly, it is imperative that young children are provided with a variety of developmentally appropriate literacy experiences throughout each day, and that the classroom environment is rich with language, both spoken and printed. Early childhood teachers are responsible for both understanding the developmental continuum of language and literacy and for supporting each child’s literacy development.

Children who grow up in poverty sometimes have more trouble with literacy and can detect it early. “Differences in literacy and cognitive skills between children in low-income families and their better-off counterparts are already apparent by age three, or perhaps even earlier” (Brooks pg. 4). This may cause problems for the child in the long run, such as also living in poverty when the become an adult.

By the time the lower class parent(s) get home they are too exhausted to read to their children. Moreso, they may even be dropping by to ensure their kids are in place and/or changing uniforms for the next job. This results in very short, simplistic conversations, leaving no opportunities for vocabulary expansion. It is not surprisingly at all that non-school factors impact school achievement.The two aspects of parenting that seem to matter most are intellectual stimulation (eg, talking, reading, answering “why?” questions) and emotional support for example bonding with infants so that they grow up confident and secure (Parenting in America, 2014). Before most lower class students exit their homes, they have already dealt with numerous issues by the time they reach school. These students have encountered so many problems they did not create. However, being in that place at that particular time, they are a part of the what seems to be a never-ending equation.

Parent involvement is a valuable factor in any student’s education. A parent is a child’s first educator; therefore, it is the responsibilities of the parents and/or guardians to prepare children for reading instruction before entering the classroom. During the ages from birth to 8-years-old are critical for learning development, specifically in literacy. A longitudinal study conducted by Froiland, Peterson & Davison (2013) shows the effects of parent involvement in promoting children’s cognitive development from kindergarten to 8th grade. Early PI will increase school readiness which has long-term effects on academic achievement (Froiland, et al., 2013) which is important in helping children create a strong academic trajectory.

The Department of Education and Training and TISC have produced research that has indicated that children from low socio economic areas on average have far fewer students that enter university. The reason for this is that these parents have no previous experience with higher education and often don’t value this education in the same way parents from affluent areas do, hence the children do not have the role models to follow. Many of these families also do not have the finances to access school of choice and provide resources within the home that may enhance their development. Many of these parents also lack their own educational knowledge that allows them an understanding of how a child’s development processes. A simple example of this may be the fact that these parents may not understand the value of early intervention with developmental processes such as reading (How Kids Develop, 2008) i.e. simply reading to them each night.

During the last 3 decades, increased attention has been focused upon the effects of emergent literacy in an early childhood education environment and children 's later knowledge (Roberts, Jurgens, & Burchinal, 2005). It was once believed that children learned to read and write only when they entered elementary school and received specific instruction. However, most research now indicates that a preschool environment is critical in the development of a variety of cognitive and linguistic skills and that it is an important factor in early literacy development (Levy, Gong, Hessels, Evans, & Jared, 2006; Rashia, Morris, & Sevick, 2005; Weigel, Martin, & Bennett, 2006). Research has shown that home experiences need to

Students must have language skills in order to learn so having a good foundation is critical. In addition, language abilities are a predictor or a student’s ability to comprehend was they read. Furthermore, the language skills and the ability to read impact students in all areas of education. For these reasons, oral language skills are a critical component of a student’s education.

A child’s home environment is critical to their cognitive development and linguistic skills which are an important factor in early literacy development. Previous studies have identified reading aloud to children and shared reading can aid in building the necessary skills and understanding for reading. Print exposure is an important prerequisite for children to understand the phonemic structure of langue and identify letters. When parents guide their children through reading, it helps children’s understanding, learn vocabulary, and learn strategies for information processing. Based on the child’s environment there are important difference in families use of langue and reading related to academic functioning. It is unknown if the family’s literacy environment impacts the child’s reading or academic functioning with children with reading disabilities.

The term Emergent literacy was coined originally by Marie Clay in 1966 but was later updated by Teale and Sulzby in 1986 (Zygouris-Coe, 2001). Emergent literacy can be defined as “the basic building blocks for learning to read and write” (Phillips, n.d). Emergent literacy begins as early as infancy and develops through early childhood. As past research shows, this is why the home environment is such an important part of the child’s early life. The environment shapes their experiences and promotes meaningful interaction with those around them which will later shape their language development (Zygouris-Coe, 2001). The next section will discuss what impact the home environment has on emergent literacy.

Language is a necessary tool to survive and function in this world, even for those who are unable to speak at all. Early vocabulary skills are essential to success while in school and afterwards. Parents play a major role in providing language skills. It has been said that children’s knowledge of vocabulary in early childhood depends exclusively on parents. Often, the skills of language, of a child are associated with parent’s education and income. This article expounds the study of how parent’s income or level of education are associated with the child’s vocabulary. It explains whether frequent or quality reading as well as child’s interest in reading has any significant impacts on the child’s language. It also identifies communication