Twins, Maria and Julius are in the same second-grade classroom. Both of them are outgoing and love to tell stories and jokes. Maria learned to read in Kindergarten, but Julius seems unable to make much progress with reading. What might be different about the two of them? After all, they look a lot alike, they live in the same household, and they attend the same school. But when it comes to reading, they’re not alike at all.
This unit looks at how language typically develops in children. Understanding and producing oral language is complicated, physically as well as mentally. No wonder it takes years for children to get really good at it. It’s so complicated, it almost seems like it should be impossible! But actually, speaking ourselves and understanding what others say are human capabilities that are hard-wired in the brain.
Producing and comprehending oral language is also the foundation for learning to read. Children need to build this foundation in order to achieve literacy. As educators, it’s our job to help! Delays in learning to understand spoken language can lead to delays in learning to read. Fortunately, early intervention can keep this from happening.
This unit explores the relationship
between oral language development and literacy.
It looks at strategies for building children’s proficiency in three areas: oral language, phonological processing, and print awareness.
How could understanding the connections between oral language, phonological processing and prin awareness help Maria and Julius teachers and parents better understand their unique reading skill needs.
Children learn to talk in steps that are well known. Children start listening as soon as they are born, and maybe before that. Next, they start to understand what the people around them are saying. Listening and understanding come before speaking. And language development continues long after that. Learning to read and write are parts of language development.