oral language

Reading to Children – Some Statistics.

Jj is for Jottings 52.  Reading to Children – Some Statistics.

Even the alpacas are worried about current trends.

 

Here are some disquieting (but not unexpected) statistics and comments quoted by the guest, who is very experienced in education, at the launch of “Aa is for Alpacas”:

Research by Angela Emher in 2013 of 1263 parents discovered that only one in four of them or 25% read to their children daily.  They claimed that making dinner and doing housework, work commitments and exhaustion all interfered with the nightly routine of reading and sharing books with their children.  From this same survey though 20% of parents though were worried that their own children read less than they did at a similar age.  Is the bed time story being sacrificed because of busy lifestyle and at what cost to our future? Continue reading →

Literacy Development.

Some of the alpacas’ neighbours who live in the orchard next to their paddock. They can have conversations through the gate if they choose, although the alpacas have never seen chicks this small because they are locked in a pen with their mother until they are big enough not to be attacked by a cat or a bird of prey.

Jj is for Jottings 19. Literacy Development.

There is a close relationship between listening/speaking (oral language) and reading/writing (written language).
From early on in life we listen, think and talk. We THINK in oral language and pictures in our minds. We READ and WRITE by building another layer onto the listening, thinking and talking. Therefore, if oral language is reduced or imperfect in any way, we have a faulty base on which to build written language. It is like trying to build a brick wall on a foundation of sand.
Not all children who have early speech and language problems will have difficulty in learning to read and write, but about 50% will. Many children beginning school do not have strong enough language skills to support learning to read and write, even if they don’t have any glaringly apparent speech or language problems.
Speech/language problems can occur at sound, word or sentence level.
Sound Level: Difficulty in producing sounds.
Not being able to hear the individual sounds in a word.
Word Level: Not understanding the meanings of words.
Not being able to remember familiar words.
Not knowing how or why to change parts of words to change
meaning eg. Adding an ‘s’ to make a plural.
Sentence Level: Not understanding or using the grammatical rules of
language.  Continue reading →