Abstracts
Abstract
The overarching goal of this literature review is to improve the understanding of the importance of oral language to critical emergent literacy skills and provide an overview of available assessment measures for use within the classroom. An overview of the components of language (i.e., content, form, and use) is provided. Measures of oral language gleaned from a comprehensive literature review of the Education Resources Information Center (ERIC) database are discussed, organized according to the components of language they are assessing. An examination of the theoretical foundations of language acquisition and development provides an orienting framework for educators.
Keywords:
- oral language,
- emergent literacy,
- assessment preschool,
- oral language assessment
Résumé
L’objectif principal de cette revue de la littérature est d’améliorer la compréhension de l’importance que revêt le langage oral dans l’émergence des compétences en littératie. Celle-ci vise également l’exploration des outils évaluatifs utilisés par les enseignants en classe. Les composantes du langage (le contenu, la forme et l’utilisation) sont abordées. L’auteure présente également des données en lien avec le développement du langage oral tirées d’une revue de la littérature exhaustive réalisée par la base de données Education Resources Information Center (ERIC). Une analyse des fondements théoriques de l’acquisition et du développement du langage offre un cadre orientant aux enseignants.
Mots-clés :
- émergence de la littératie,
- langage oral,
- évaluation au précolaire,
- évaluation du langage oral
Appendices
Bibliography
- Ball, J., & Bernhardt, B. (2008). First Nations English dialects in Canada: Implications for speech language pathology. Clinical Linguistics & Phonetics, 22(8), 570–588. https://doi.org/10.1080/02699200802221620
- Beck, I., & McKeown, M.G. (2007). Increasing young low income children’s oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107(3), 251–271. https://doi.org/10.1086/511706
- Bloom, L., & Lahey, M. (1978). Language development and language disorders. John Wiley & Sons.
- Bloom, L., & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension. Monographs of the Society for Research in Child Development, 66(4), 1–29.
- Bradfield, T. A., Besner, A. C., Wackerle–Hollman, A. K., Albano, A. D., Rodriguez, M. C., & McConnell, S. R. (2014). Redefining individual growth and development indicators: Oral language. Assessment for Effective Intervention, 39(4), 233–244. https://doi.org/10.1177/1534508413496837
- Bridges, M. S., & Catts, H. W. (2011). The use of a dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children. Journal of Learning Disabilities, 44(4), 330–338. https://doi.org/10.1177/0022219411407863
- Bromley, K. (2007). Best practices in teaching writing. In L. B. Bambrell, L. M. Morrow & M. Pressley (Eds.), Best practices in literacy instruction (pp. 243-263). Guildford Press.
- Camilleri, B., & Botting, N. (2013). Beyond static assessment of children’s receptive vocabulary: The dynamic assessment of word learning (DAWL). International Journal of Language & Communication Disorders, 48(5), 565–581. https://doi.org/10.1111/1460-6984.12033
- Chafouleas, S. M., & Martens, B. K. (2002). Accuracy–based phonological awareness tasks: Are they reliable, efficient, and sensitive to growth? School Psychology Quarterly, 17(2), 128–147. https://doi.org/10.1521/scpq.17.2.128.20859
- Cooper, P. M. (2005). Literacy learning and pedagogical purpose in Vivian Paley’s storytelling curriculum. Journal of Early Childhood Literacy, 5(3), 229–251. https://doi.org/10.1177/1468798405058686
- Cregan, A. (1998). Developing language and literacy: The role of the teacher. In G. Shiel and U. Ni Dhalaigh (Eds.), Developing language and literacy: The role of the teacher (pp. 3–15). Reading Association of Ireland.
- Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907-919. https://doi.org/10.1037/a0012656
- Curenton, S. M., & Lucas, T. D. (2007). Assessing young children's oral narrative skills: The story pyramid framework. In K. L. Pence (Ed.), Assessment in Emergent Literacy (pp. 377–419). Plural Publishing.
- Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory Into Practice, 55, 153–159. https://doi.org/10.1080/00405841.2016.1148989
- Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test (4th ed.). Pearson.
- Gerber, S. (2003). A developmental perspective on language assessment and intervention for children on the autistic spectrum. Topics in Language Disorders, 23(2), 74–94.
- Government of Saskatchewan. (2016). Saskatchewan’s early years plan 2016-2020. https://www.saskatchewan.ca/residents/family-and-social-support/child-care/saskatchewans-early-years-plan.
- Gresham, F. M. (2007). Evolution of the response–to–intervention concept: Empirical foundations and recent developments. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 10–24). Springer.
- Heilmann, J., Miller, J. F., & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school–age children. Language Testing, 27(4), 603–626. https://doi.org/10.1177/0265532209355669
- Heppner, D. (2014). It’s kind of slippery, it’s hard to assess: Current practices in oral language and writing assessment. https: / / researchwebsite.files.wordpress.com / 2015 / 01 / it_s–kind–of–slippery–it_s–hard–to–assess–current–practices–in–oral–language–and–writing–assessment1.pdf
- Hill, S. (2011). Towards ecologically valid assessment in early literacy. Early Child Development and Care, 181(2), 165–180. https://doi.org/10.1080/03004430.2011.536638
- Justice, L. M., Bowles, R., Pence, K., & Gossee, C. (2010). A scalable tool for assessing children’s language abilities within a narrative context: The NAP (Narrative Assessment Protocol). Early Childhood Research Quarterly, 25, 218–234. https://doi.org/10.1016/j.ecresq.2009.11.002
- Kaminski, R. A., Abbott, M., Aguayo, K. B., Latimer, R., & Good, R. H. (2014). The Preschool Early Literacy Indicators: Validity and benchmark goals. Topics in Early Childhood Special Education, 34(2), 71–82. https://doi.org/10.1177/0271121414527003
- Kantor, P. T., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2011). Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Journal of Learning Disabilities, 44(4), 313–321. https://doi.org/10.1177/0022219411407861
- Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education (3–8 years). National Council for Curriculum and Assessment. https://ncca.ie/media/2137/literacy_in_early_childhood_and_primary_education_3-8_years.pdf
- Konza, D. (2010). Understanding the reading process: Research into practice. Government of South Australia, Department of Education and Children’s Services. https://www.ecu.edu.au/__data/assets/pdf_file/0009/663696/SA-DECS_-Understanding-the-Reading-Process.pdf
- Konza, D. (2011). Research into practice: Understanding the reading process. Government of South Australia, Department of Education and Children’s Services. https://www.ecu.edu.au/__data/assets/pdf_file/0009/663696/SA-DECS_-Understanding-the-Reading-Process.pdf
- Lahey, M. (1988). Language disorders and language development. Macmillan.
- Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of preschool early literacy skills: Linking children’s educational needs with empirically supported instructional activities. Psychology in the Schools, 48(5), 488–501. https://doi.org/10.1002/pits.20569
- Manzo, A. V., Manzo, U. C., & Thomas, M. M. (2006). Rationale for systematic vocabulary development: Antidote for state mandates. Journal of Adolescent and Adult Literacy, 49(7), 610–619. https://doi.org/10.1598/JAAL.49.7.6
- Marcotte, A. M., Parker, C., Furey, W., & Hands, J. L. (2014). An examination of the validity of the Dynamic Indicators of Vocabulary Skills (DIVS). Journal of Psychoeducational Assessment, 32(2), 133–145. https://doi.org/10.1177/0734282913498849
- Mardell, B. (2013). Boston listens: Vivian Paley’s storytelling / story Acting in an urban school district. New England Reading Association Journal, 49(1), 58–67.
- Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 34, 472–482. https://doi.org/10.1177/002221940103400508
- McIntyre, L. J., & Hellsten, L. M. (2004). The influence of teacher characteristics on teachers’ knowledge of language form, content, and use. Developmental Disabilities Bulletin, 32(2), 140–154.
- McIntyre, L. J., & Hellsten, L. M. (2008). Differences in teachers’ knowledge of language. Exceptionality Education in Canada, 18(2), 24–37. https://doi.org/10.5206/eei.v18i2.7622
- Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 88–102. https://doi.org/10.1007/BF02648156
- Moats, L. C. (2020). Speech to print: Language essentials for teachers. Paul H. Brookes Publishing Co.
- Myhill, D., & Jones, S. (2009). How talk becomes text: Investigating the concept of oral rehearsal in early years’ classrooms. British Journal of Educational Studies, 57(3), 265–284.
- Noonan, B., Yackulic, R. A., & Hildebrand, D. (1998). The effects of early oral language skills and other measures on subsequent school achievement: A longitudinal study. Saskatchewan School Trustees Association.
- Owens, R.E. (1992). Language development: An introduction (3rd ed.). Macmillan.
- Pena, E. D., Gillam, R. B., Malek, M., Ruiz–Felter, R., Resendiz, M., Fiestas, C., & Sabel, T. (2006). Dynamic assessment of school–age children’s narrative ability: An experimental investigation of classification accuracy. Journal of Speech, Language, and Hearing Research, 49, 1037–1057. https://doi.org/10.1044/1092-4388(2006/074)
- Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta–analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8–38. https://doi.org/10.1598/RRQ.45.1.2
- Pressley, M., Wharton–McDonald, R., Allington, R., Block, C. C., Morrow, L., Tracey, D., Baker, K., Brooks, G., Cronin, J., Nelson, E., and Woo, D. (2001). A study of effective first–grade literacy instruction. Scientific Studies of Reading, 5(1), 35–58. https://doi.org/10.1207/S1532799XSSR0501_2
- Reutzel, D. R. (2015). Early literacy research: Findings primary–grade teachers will want to know. The Reading Teacher, 69(1), 14–24. https://doi.org/10.1002/trtr.1387
- Richgels, D. J. (2004). Paying attention to language. Reading Research Quarterly, 39(4), 470–477. https://doi.org/10.1598/RRQ.39.4.6
- Riley, J., & Burrell, A. (2007). Assessing children’s oral storytelling in their first year of school. International Journal of Early Years Education, 15(2), 181–196. http://doi.org/10.1080/09669760701289136
- Shiel, G., Cregan, A., McGough, A., & Archer, P. (2012). Oral language in early childhood and primary education (3–8 years). National Council for Curriculum and Assessment. https://www.erc.ie/documents/oral_language_in_early_childhood_and_primary_education_3-8_years_.pdf
- Smith, A. R., McCauley, R., & Guitar, B. (2000). Development of the teacher assessment of student communicative competence (TASCC) for grades 1 through 5. Communication Disorders Quarterly, 22(1), 3–11. https://doi.org/10.1177/152574010002200102
- Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular and instructional decisions. US Department of Education. https://la.thereadingleague.org/wp-content/uploads/sites/15/2018/10/Using-Research-Reason-Stanovich.pdf
- Tracey, D. H., & Morrow, L. M. (2012). Lenses on reading: An introduction to theories and models (2nd ed.). The Guilford Press.
- Uccelli, P., Demir–Lira, O. E., Rowe, M. L., Levine, S., & Goldin–Meadow, S. (2018). Children’s early decontextualized talk predicts academic language proficiency in mid–adolescence. Child Development, 90(5), 1650–1663. https://doi.org/10.1111/cdev.13034
- Vloedgraven, J. M. T., & Verhoeven, L. (2007). Screening of phonological awareness in the early elementary grades: An IRT approach. Ann. of Dyslexia, 57, 33–50. https://doi.org/10.1007/s11881-007-0001-2
- Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Watkins, M. W., & Edwards, V. A. (2004). Assessing early literacy skills with the Mountain Shadows Phonemic Awareness Scale (MS–PAS). Journal of Psychoeducational Assessment, 22, 3–14. https://doi.org/10.1177/073428290402200101
- Webb, M. L., Schwanenflugel, P. J., & Kim, S. (2004). A construct validation study of phonological awareness for children entering prekindergarten. Journal of Psychoeducational Assessment, 22, 304–319. https://doi.org/10.1177/073428290402200402
- Wells, A. (2003). Summary report of survey into young children’s skills on entry to education (2002). The Basic Skills Agency.
- Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002). Preschool Language Scale manual (4th ed.). Merrill.