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T 4 J @ @ @ @ @ @ Running head: ORAL LANGUAGE AND PHONOLOGICAL AWARENESS
Oral Language and Phonological Awareness
Mary Jane McIlwain
EDRD 830, Dr. White
George Mason University
Oral Language and Phonological Development
A mother is playing with her two year old son during a family dinner. She smiles and says, Say bulldozer. The boy giggles and croaks his way of saying the word, buwdoswa. The mom, Say it again, but dont say dozer. He proudly responds, Buw!
This two year old boy just displayed his awareness of syllables in this particular word. He could do this with bulldozer, but not with cowboy. He could manipulate the syllables of a few of the words he used oftenthe vocabulary that he had built up in his receptive register and could express in a consistent way. The mother continues to read, play word games, and talk with the child as he grows to three, four, and five years old. At this point in time there are a great many words he can orally break into syllables because they have become a part of his language.
Several scholars have found vocabulary to be predictive of success in phonological training in preschool years ADDIN EN.CITE Kuo20068813Kuo, Li-jenAnderson, Richard C.Morphological Awareness and Learning to Read: A Cross-Language PerspectiveEducational PsychologistEducational Psychologist161-18041MorphemesCodingReading SkillsMetalinguisticsLinguistic CompetenceSyntaxVocabulary DevelopmentMorphology (Languages)Contrastive Linguistics200600461520http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ741778&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/morph.aware.rdg.pdfMorph Awareness may bring in a more semantic and syntactic rules and be a more general index for studies--oral language may correlate more with this construct; stage theory of metalinguistic awareness (below conscouisness (but in language), actual awareness, to conscuious awareness; produtctivity and cross over from phonological awareness and semantic awareness inpact rate of acq; vocabulary is correlated with morph awareness; definition of reading is either or;does not impact reading acq in alphabetic languages but does in others...early years ovewhelmed with deconding using phonics therefore redefine decoding and reading; discusses the recipricol nature of language and comp/decoding for older kids
Lonigan200757575Lonigan, Christopher J.Wagner, Richard K. EdMuse, Andrea E. EdTannenbaum, Kendra R. EdVocabulary development and the development of phonological awareness skills in preschool childrenVocabulary acquisition Implications for reading comprehension15-312007New YorkGuilford Presskids with more developed phonemic awareness are quicker to learn to read (17) but what makes them more phonemicly aware?--not just drilling; highly phonologically aware kids are good early readers (18--bottom) inside out (code related) early and outside in (language ) later) why? due to language and attentional control; reanlysis found causal relationship between vocabulary and phonogical (27)one of the first studies to involve preschool children not involving direct phone awareness skill training. (27);emergent literecy skills are interdependent..."Phonological awareness, a substantial predictor of later reading, is correlated both concurrently and longitudinally with orla language skills both in the preschool period and beyond---LRM--claims that reanlysis showed that effective vocab intervention impacted phon. aware but not the other way around. (28) (Kuo & Anderson, 2006; Lonigan, 2007). Furthermore, both phonological awareness and phonemic awareness has been shown to be precursors to successful reading acquisition ADDIN EN.CITE Phillips200655555Phillips, Beth M.Torgesen, Joseph K.Dickinson, D. K.Neuman, S. B.Phonemic awareness and reading: Beyond the growth of initial reading accuracyHandbook of Early Literacy Research100-112222006New YorkGuilford Press; "without at least an emergent level of phonemic awareness, the rationale for learning individual letter sounds and "sounding out" words is not understandable." (102); phomemic awareness and phonemic decoding; lends itself to letter knowledge; phonemic awareness related to fluency and sightwords (106);"Children can use a variaty of strategies to identify unknown words (Ehri, 2002), ut if they do not become skillfull at using letter sound cues they almost invariably remain inacccruate readers (102-03); connect phonemic decoding to and sounds detected in their pronounciations already present in memory" (107); self teaching theory; phonemic cues to derive an approximate pronounciation for a word in text and combine this approximate porounciation with contextual cues (106). Defines decoding as a skill that needs fluent and flexible use of letter sound relationships;phomenic awareness plays an early role in this skill development;calls for measures to follow phonemic awareness's contribution to fluency(Phillips & Torgesen, 2006). A great many programs and studies are now suggesting that we begin explicitly teaching phonological awareness early because the task can be trained beginning in early childhood education environments and because many children are already developing these skills during the preschool years ADDIN EN.CITE Whitehurst1999464617Whitehurst, Grover J.Zevenbergen, Andrea A.Crone, Deane A.Schultz, Margaret D.Velting, Olivia N.Fischel, Janet E.Outcomes of an Emergent Literacy Intervention From Head Start Through Second GradeJournal of Educational PsychologyJournal of Educational Psychology261-2729121999American Psychological Association10.1037/0022-0663.91.2.261http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=edu912261&site=ehost-live
file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/outcomes.interventions.pdffile:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/outcomes.interventions.pdfLonigan1998353517Lonigan, Christopher J.Whitehurst, Grover J.Relative Efficacy of Parent and Teacher Involvement in a Shared-Reading Intervention for Preschool Children from Low-Income BackgroundsEarly Childhood Research QuarterlyEarly Childhood Research Quarterly263-290132Language SkillsParent ParticipationPreschool ChildrenReading Aloud to OthersTeacher Student RelationshipComparative AnalysisEarly InterventionLow Income GroupsOral ReadingParents as TeachersShared ReadingShared Book Experience1998http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ574139&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/relative.efficacy.parents.pdfkids ready for school or schools ready for kids; 35% of kids enter school w/out adequate vocabulary or sentence structure;dialogic reading created gains in oral language; called for more causal links over long term to get the shifts in the world of policy.Lonigan2003262617Lonigan, Christopher J.Driscoll, KimberlyPhillips, Beth M.Cantor, Brenlee G.Anthony, Jason L.Goldstein, HowardA Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading ProblemsJournal of Early InterventionJournal of Early Intervention248-262254Computer Assisted InstructionEarly InterventionPhoneme Grapheme CorrespondencePreventionReading DifficultiesRhymeComputer Uses in EducationExpressive LanguageInstructional EffectivenessPhonologyPreschool ChildrenPreschool Education2003Sumhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ674627&site=ehost-live CAI made gains in rhyming and elison which means can be taught w/out formal reading instruction and in this situation, it is oral language that predicts success...suggests sequenced intervention w/ ol first then pa;Amount of success dependent on expres;sive vocabulary; again the idea is to bring fewer kids w/out phonological awareness to the k level;kids did not do well on blending...said may be due to time, but I think could be due to level of metalinguistic awarenessLonigan1999313117Lonigan, Christopher J.Anthony, Jason L.Bloomfield, Brenlee G.Dyer, Sarah M.Samwel, Corine S.Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk PreschoolersJournal of Early InterventionJournal of Early Intervention306-322224Expressive LanguageHigh Risk StudentsListening ComprehensionReading InstructionReading StrategiesReceptive LanguageLow IncomePreschool ChildrenPreschool EducationYoung ChildrenDialogic Education1999Fallhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ599243&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/effects.of.two.story.reading.pdfcorrelational but weak in causal for shared reading and reading aq.; it would be interesting to use the tenets of dialogic storybook reading w/out print and with oral histories; dialogic reading max but shared reading suffice; more successful in middle income?; lower income didn't follow through;showed causal evidence for both shared and dialogic reading; shared for listening comprehension and alliteration and dialogic for use of descriptive language; shared book could act as a precurser; still minimizes oral language's impact on decoding skills;shared reading may lead to only one of the four measures (part of the new construct...); these won't close the gap for older preschool .... does the window close at 4?; some language more impacted by home based due to one to one, consistency in language and cognitive expectation (zpd); need to learn more about how emergent literacy skills developJordan2000202017Jordan, Gail E.Snow, Catherine E.Porche, Michelle V.Project EASE: The Effect of a Family Literacy Project on Kindergarten Students' Early Literacy SkillsReading Research QuarterlyReading Research Quarterly524-546354Emergent LiteracyFamily LiteracyParent ParticipationParent Student RelationshipProgram EffectivenessBeginning ReadingKindergartenKindergarten ChildrenPrimary EducationProgram Descriptions2000http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ616175&site=ehost-live In NB--linguisticly rich homes provide early development of prelit skills; reports effects of intervention program focusing on oral language development;"The first set of findings suggest that siteracy success can be the endpoint of varied developmental pathways....encompassing both print and language skills. Homes are integral in preparing kids for school discourse via modeling, actions to support lit dev, and uses of language...shared book reading, play, mealtime conversations.; successful in creating engagement and increased oral language; ppvt may not be an appropriate measure...need one specific to the vocab domains covered; worked with middleclass which shows there's room for improvement everywhereBurgess2002272717Burgess, Stephen R.Hecht, Steven A.Lonigan, Christopher J.Relations of the Home Literacy Environment (HLE) to the Development of Reading-Related Abilities: A One-Year Longitudinal StudyReading Research QuarterlyReading Research Quarterly408-426374Decoding (Reading)Emergent LiteracyFamily EnvironmentReading AbilityLongitudinal StudiesPreschool EducationReading Research2002http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ658883&site=ehost-live Article in Notebook--Found that HLE was statistically significantly related to oral language, phonological sensitivity, and word decoding ability; each of the six conceptualizations was related but SES was not;HLE overall,interactive, passive, limiting, active, shared reading; "...the race to identify effective methods of manipulating the HLE has begun."..."Therefore, research designed to understand why parents provide the HLE they do, to identify the best way to read and interact with children in order to maximize a certain skill, and(Burgess, Hecht, & Lonigan, 2002; Jordan, Snow, & Porche, 2000; Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999; Lonigan et al., 2003; Lonigan & Whitehurst, 1998; Whitehurst et al., 1999) .
This view has been setting many academic research agendas around phonological awareness; and its ultimate level, phonemic awareness, has made its way into many classrooms and homes with varying degrees of success. Isolating the phonological awareness as the quickest route to reading acquisition has generated a somewhat linear take on reading acquisition. Additionally, this environment has invited a deficit model approach intended to close the achievement gap through phonological training via high quality preschool programs and family literacy interventions. However, opening the research lens to view a wider role of oral language might create a different definition for reading acquisition and decoding altogether.
It seems that we may not be seeking to understand the role of oral language in light of two significant possibilities. First, children may reach that watershed moment when their linguistic and metalinguistic skills allow for phonological awareness to develop at different times within the early childhood period. Second, oral language may play a more significant role in decoding than is being quantified in the current research. The review will first discuss childrens development of metalinguistic awareness, with particular attention being given to the construct of phonological awareness and its connection to reading acquisition and development. Next, the paper will explore oral language development in children. Finally, the review will conclude by advocating for a more culturally responsive agenda in research and practice.
Metalinguistic Awareness, Phonological Awareness and Reading Development
Metalinguistic Awareness and Phonological Awareness
Metalinguistic awareness is the ability to attend to and monitor the use of various linguistic components (phonemes, morphemes, syntax, semantics) in addition to considering the meaning of the particular communicative act ADDIN EN.CITE Chaney1994626227Chaney, CarolynLanguage Development, Metalinguistic Awareness, and Emergent Literary Skills of 3-Year-Old Children in Relation to Social ClassApplied PsycholinguisticsApplied Psycholinguistics371-394Language AcquisitionLanguage SkillsLiteracyMetalinguisticsPreschool ChildrenSocioeconomic InfluencesChildhood AttitudesParent Child RelationshipPreschool EducationRacial DifferencesSocial Differences199415
01427164http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ491202&site=ehost-live Oral language determines metalinguistics and it is not related to social class; pring awareness and concepts about books is related to social classRoth19962217Roth, Froma P.Speece, Deborah L.Cooper, David H.De La Paz, SusanUnresolved mysteries: How do metalinguistic and narrative skills connect with early reading?Journal of Special EducationJournal of Special Education257-277303phonological & metasyntactic & metasemantic & metamorphological & narrative skills, word decoding & reading comprehension, K-3rd graders with or without oral language difficulties, literature reviewLanguage DisordersLiterature ReviewMetalinguisticsReading AbilityNarrativesReading Comprehension1996PRO-EDhttp://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1996-06558-002&site=ehost-live In NB--phonemic awareness predicts early reading but metasyntactic ability accounted for the variance; metalinguistic awareness and narrative discourse are imp.; children move from conversational/communicative to narration (a literate use of language). suggests a broader def on reading acquisition to include decoding and comprehension; suggests that narrative language may actually influence decoding, as well; metasyntax is involved in decoding;phonemic awareness is necessary for initial acquisition but not sufficient for success;bottleneck theory--everything initially dependent on phonemic awareness; oral narration skills must also be necessary for some and this resists the bottleneck theory;question the age at when other metalinguistic features come into play; there are different types/levels of metalinguistic awareness and don't know how these skills are acquired in a developmental model and how this model relates to different reading (decoding and comprehension) at different points of reading development(Chaney, 1994; Roth, Speece, Cooper, & De La Paz, 1996). It would seem that a more varied the use of language structures, vocabulary and semantics would benefit a child in all forms of communication by offering a flexible use of language receptively and expressively. It could also be that this awareness of the flexible nature of language is dependent on time and exposure to language and on their attentional control ADDIN EN.CITE Akhtar2001505017Akhtar, NameeraJipson, JenniferCallanan, Maureen A.Learning Words through OverhearingChild DevelopmentChild Development416-430722Aural LearningLanguage AcquisitionToddlersVocabulary DevelopmentComparative AnalysisLearning ProcessesVerbsWord LearningLabeling (of Objects)2001http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ635735&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/learning.words.thr.overhearing.pdfkids don't need direct instruction in vocab in all culturesBehrend2001515117Behrend, Douglas A.Scofield, JasonKleinknecht, Erica E.Beyond Fast Mapping: Young Children's Extensions of Novel Words and Novel FactsDevelopmental PsychologyDevelopmental Psychology698-705375Language ProcessingAge DifferencesCognitive DevelopmentComparative AnalysisNounsPreschool ChildrenRecognition (Psychology)Count NounsFast MappingWord Learning2001http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ639758&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/beyond.fast.mapping.pdfword learning is a system...concrete word to world, ways to use word appropriately in the future (extendability, catagorical scope);proposed experience with words help extend word learning; type of information that guide extentions (constucted via prag, zpd, syntax?);form class/syntax is important but not the only route; some qualitative data also showed more systematic routine for word learning; once a word is recognized as a unit, then it can be extended; social context may matter (page 704)Biemiller200649495Biemiller, AndrewDickinson, D. K.Neuman, S. B.Vocabulary development and instruction: A prerequistie for school learningHandbook of early literacy research41-51222006New YorkGuilford Pressfrom grade 3 on children need fluency and an average or above vocab. (41) doesn't mean it will happen with it, but it won't happen without it..."The significance of vocabulary ("oral language") has often been underestimated because itis not a prerequisite for first or second grade reading success." ; growth is fine later but gap remains, therefore close the gap during preliteracy; acquisition is more a matter of opportunity rather than ability and home rather than school influence vocabalary; fast mapping includes syntactic and semantic aspects (44) and the mapping is nec. for subsequent exp. to get it internalized and richer and the need for a more advanced speaker; stories help with vocab and structure;"Teaching words (through stories or any other effective method) takes time. Most of the vocabulary intervention studies involved about half an hour per day. Setting asie healf an hour a day in a busy primary classroom may seem a lot--although it is not as much time as is routinely devoted to decoding...At present we spend a lot of time teaching (and assessing!) reading mechanics--the skills needed to read words on pages. But we spend almost no time on systematically building vocabulary...." (49)(Akhtar, Jipson, & Callanan, 2001; Behrend, Scofield, & Kleinknecht, 2001; Biemiller, 2006). Therefore, it would follow that the development of metalinguistic skills is initially based on exposure to language and cognitive control of attention and at some point the relationship between oral language and metalinguistic awareness becomes reciprocal. An important aspect of this theory, however, is to realize that much of this could be true without print, without reading instruction. It could be that children are naturally developing these skills in the context of their homes, communities, and schools when their attention and purpose is to learn about their world.
Some research studies and reviews have suggested that the multifaceted and developmental nature metalinguistic awareness involves various language and cognitive complexities ADDIN EN.CITE Chaney1994626227Chaney, CarolynLanguage Development, Metalinguistic Awareness, and Emergent Literary Skills of 3-Year-Old Children in Relation to Social ClassApplied PsycholinguisticsApplied Psycholinguistics371-394Language AcquisitionLanguage SkillsLiteracyMetalinguisticsPreschool ChildrenSocioeconomic InfluencesChildhood AttitudesParent Child RelationshipPreschool EducationRacial DifferencesSocial Differences199415
01427164http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ491202&site=ehost-live Oral language determines metalinguistics and it is not related to social class; pring awareness and concepts about books is related to social classRoth19962217Roth, Froma P.Speece, Deborah L.Cooper, David H.De La Paz, SusanUnresolved mysteries: How do metalinguistic and narrative skills connect with early reading?Journal of Special EducationJournal of Special Education257-277303phonological & metasyntactic & metasemantic & metamorphological & narrative skills, word decoding & reading comprehension, K-3rd graders with or without oral language difficulties, literature reviewLanguage DisordersLiterature ReviewMetalinguisticsReading AbilityNarrativesReading Comprehension1996PRO-EDhttp://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1996-06558-002&site=ehost-live In NB--phonemic awareness predicts early reading but metasyntactic ability accounted for the variance; metalinguistic awareness and narrative discourse are imp.; children move from conversational/communicative to narration (a literate use of language). suggests a broader def on reading acquisition to include decoding and comprehension; suggests that narrative language may actually influence decoding, as well; metasyntax is involved in decoding;phonemic awareness is necessary for initial acquisition but not sufficient for success;bottleneck theory--everything initially dependent on phonemic awareness; oral narration skills must also be necessary for some and this resists the bottleneck theory;question the age at when other metalinguistic features come into play; there are different types/levels of metalinguistic awareness and don't know how these skills are acquired in a developmental model and how this model relates to different reading (decoding and comprehension) at different points of reading development(Chaney, 1994; Roth, Speece, Cooper, & De La Paz, 1996) and that this is also true for phonological awareness in particular ADDIN EN.CITE Anthony2002282817Anthony, Jason L.Lonigan, Christopher J.Burgess, Stephen R.Driscoll, KimberlyPhillips, Beth M.Cantor, Brenlee G.Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and PhonemesJournal of Experimental Child PsychologyJournal of Experimental Child Psychology65-92821PhonemesPreschool ChildrenRhymeSyllablesAge DifferencesCross Sectional StudiesDecoding (Reading)Factor AnalysisKnowledge LevelModelsPhonologyPhonological AwarenessWordsPhonological Skills2002;http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ654394&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/structure.preschool.phon.sens.pdfdevelopmental based on emergent skills--phonological awareness, print awareness and oral language==aim is to reduce the number of children entering school w/ low levels; but related to cognititve growth to so it can't be unitaterally forced; overall phonological sensitivity rather than a level is important to lit acq; limitations include hetero therefore not socio, ethnic specif...further research bringing this construct into contexts; phon sensistivity only--not memomery and access to lexical storage; and only phon and print awareness...need to include oral language(Anthony et al., 2002). There is a present debate questioning the nature of rhyme and syllable awareness as compared to phoneme awareness. Earlier studies grappled with the thought that phonemic awareness and rhyming abilities developed in separate domains, and that phonemic awareness should be in training programs during emergent literacy experiences at school and at home ADDIN EN.CITE Phillips200655555Phillips, Beth M.Torgesen, Joseph K.Dickinson, D. K.Neuman, S. B.Phonemic awareness and reading: Beyond the growth of initial reading accuracyHandbook of Early Literacy Research100-112222006New YorkGuilford Press; "without at least an emergent level of phonemic awareness, the rationale for learning individual letter sounds and "sounding out" words is not understandable." (102); phomemic awareness and phonemic decoding; lends itself to letter knowledge; phonemic awareness related to fluency and sightwords (106);"Children can use a variaty of strategies to identify unknown words (Ehri, 2002), ut if they do not become skillfull at using letter sound cues they almost invariably remain inacccruate readers (102-03); connect phonemic decoding to and sounds detected in their pronounciations already present in memory" (107); self teaching theory; phonemic cues to derive an approximate pronounciation for a word in text and combine this approximate porounciation with contextual cues (106). Defines decoding as a skill that needs fluent and flexible use of letter sound relationships;phomenic awareness plays an early role in this skill development;calls for measures to follow phonemic awareness's contribution to fluency(Phillips & Torgesen, 2006). Recent studies have angled toward the idea that phonological awareness is a single construct with varying levels of linguistic and cognitive complexity, much the same way all other metalinguistic abilities may develop. More specifically, the simple to complex aspects of phonological awareness involve a spiraling progression of sensitivity to words, syllables, rhyme, and phonemes. Furthermore, the timing of this progression could also depend on cognitive growth ADDIN EN.CITE Lonigan200757575Lonigan, Christopher J.Wagner, Richard K. EdMuse, Andrea E. EdTannenbaum, Kendra R. EdVocabulary development and the development of phonological awareness skills in preschool childrenVocabulary acquisition Implications for reading comprehension15-312007New YorkGuilford Presskids with more developed phonemic awareness are quicker to learn to read (17) but what makes them more phonemicly aware?--not just drilling; highly phonologically aware kids are good early readers (18--bottom) inside out (code related) early and outside in (language ) later) why? due to language and attentional control; reanlysis found causal relationship between vocabulary and phonogical (27)one of the first studies to involve preschool children not involving direct phone awareness skill training. (27);emergent literecy skills are interdependent..."Phonological awareness, a substantial predictor of later reading, is correlated both concurrently and longitudinally with orla language skills both in the preschool period and beyond---LRM--claims that reanlysis showed that effective vocab intervention impacted phon. aware but not the other way around. (28) Lonigan200653535Lonigan, Christopher J.Dickinson, D. K.Neuman, S. B.Conceptualizing phonological processing skills in prereadersHandbook of Early Literacy Research77-89222006New YorkGuilford Pressoutside in inside out less intertwined in acquisition and inside out more important.(79); to the extent that is was possible to examine diffeent aspect of oral language and their relations with decoding and comprehension in these studeies, the results suggested that more comples aspects of oral language, such as listening comprehension, understanding syntax, and definitional vocabulary, had stroger associations with the decoding and comprehension than did expressive or receptive vocabulary...(80) does not necessarily support outside in and inside out; phonological awareness develops on two dimensions--liguistic complexity and cognitive functioning (cognitive functioning related to language);significant effects of oral language intervenetion on measures of rhyme and blending (85). vocabulary development is causal to phonological awareness "This is one of the first studies of preshcool children to idientify a potentially causal factor not involveing direct training of the skill inthe development of phonolgical awareness.; development of phonological awarensess influences development of print knowledge; intervention while window is at its widest Anthony2004252517Anthony, Jason L.Lonigan, Christopher J.The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School ChildrenJournal of Educational PsychologyJournal of Educational Psychology53-55961PhonemesReading SkillsRhymePhonologyReading InstructionSkill DevelopmentLongitudinal StudiesPreschool ChildrenYoung Children2004http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ684924&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/nature.phon.awareness.pdfused advanced statistics to rerun data and developed a developmental model for phonological awareness that includes different phonological and linguistic dimensions. Suggests that child's development should be considered with task. However, still considers it a deficit rather than continuous development as suggested that proper assessments used to identify and remediate early so to avoid problems and reading disabilities...on the flip would be to differentiate for varying sensitivites prek through school to allow for continous development.Anthony2002282817Anthony, Jason L.Lonigan, Christopher J.Burgess, Stephen R.Driscoll, KimberlyPhillips, Beth M.Cantor, Brenlee G.Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and PhonemesJournal of Experimental Child PsychologyJournal of Experimental Child Psychology65-92821PhonemesPreschool ChildrenRhymeSyllablesAge DifferencesCross Sectional StudiesDecoding (Reading)Factor AnalysisKnowledge LevelModelsPhonologyPhonological AwarenessWordsPhonological Skills2002;http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ654394&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/structure.preschool.phon.sens.pdfdevelopmental based on emergent skills--phonological awareness, print awareness and oral language==aim is to reduce the number of children entering school w/ low levels; but related to cognititve growth to so it can't be unitaterally forced; overall phonological sensitivity rather than a level is important to lit acq; limitations include hetero therefore not socio, ethnic specif...further research bringing this construct into contexts; phon sensistivity only--not memomery and access to lexical storage; and only phon and print awareness...need to include oral language(Anthony & Lonigan, 2004; Anthony et al., 2002; Lonigan, 2006, , 2007) and therefore should be treated as a developmental skill. Finally, Lonigan (2007) also determined that general language abilities and vocabulary, rather than receptive and expressive vocabulary alone, have a causal relationship with the development of phonological awareness.
It is believed that empirical support for a single, developmental construct for phonological awareness and its direct relationship with oral language is now surfacing for two reasons First, more sophisticated statistical analysis has led to more intricate models ADDIN EN.CITE Lonigan200757575Lonigan, Christopher J.Wagner, Richard K. EdMuse, Andrea E. EdTannenbaum, Kendra R. EdVocabulary development and the development of phonological awareness skills in preschool childrenVocabulary acquisition Implications for reading comprehension15-312007New YorkGuilford Presskids with more developed phonemic awareness are quicker to learn to read (17) but what makes them more phonemicly aware?--not just drilling; highly phonologically aware kids are good early readers (18--bottom) inside out (code related) early and outside in (language ) later) why? due to language and attentional control; reanlysis found causal relationship between vocabulary and phonogical (27)one of the first studies to involve preschool children not involving direct phone awareness skill training. (27);emergent literecy skills are interdependent..."Phonological awareness, a substantial predictor of later reading, is correlated both concurrently and longitudinally with orla language skills both in the preschool period and beyond---LRM--claims that reanlysis showed that effective vocab intervention impacted phon. aware but not the other way around. (28) Anthony2004252517Anthony, Jason L.Lonigan, Christopher J.The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School ChildrenJournal of Educational PsychologyJournal of Educational Psychology53-55961PhonemesReading SkillsRhymePhonologyReading InstructionSkill DevelopmentLongitudinal StudiesPreschool ChildrenYoung Children2004http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ684924&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/nature.phon.awareness.pdfused advanced statistics to rerun data and developed a developmental model for phonological awareness that includes different phonological and linguistic dimensions. Suggests that child's development should be considered with task. However, still considers it a deficit rather than continuous development as suggested that proper assessments used to identify and remediate early so to avoid problems and reading disabilities...on the flip would be to differentiate for varying sensitivites prek through school to allow for continous development.(Anthony & Lonigan, 2004; Lonigan, 2007). Second, recent studies have focused on children in the formative years, before formal reading instruction begins ADDIN EN.CITE Burgess200654545Burgess, Stephen R.Dickinson, D. K.Neuman, S. B.The development of phonological sensitivityHandbook of Early Literacy Research90-100222006New YorkGuilford Pressthe relationship between phonological sensitivity and reading development was found to be bidirectional because only studied school age kids, now moving into preschool is helping define the construct; oral language relationship has been studied, lexical restructuring theory, (95);little studies in environment diff in dev in preschool due to exp to print and oral language (is it oral language or the mapping is off due to sociolinguistic reasons how are these differences being measured? (95);home environment influences on letter knowledge and oral language...alphabet books better than picture books (96)--minimizing oral language again--looking for a direct line therefore would still have a gap--a larger gap because leaving out cognitive functions and their relations to oral language (vygotsky); manipulate home environments (97, 98)--wouldn't this be overriding culture and language(Burgess, 2006).
The move to study children before formal reading instruction has allowed researchers to tap into the field of oral language research and uncover some interesting and causal relations between vocabulary and phonological awareness. Lonigan (2007) has considered a line of thought that recognizes that children with highly developed levels of phonemic awareness have reached this height, not so much do to drilling, but more due to language and attentional control. In fact, Lonigan (2007) demonstrated through reanalysis of previous data that effective vocabulary impacted phonological awareness, rather than the other way around. Another step in the direction of upacking role of language and metalinguistics has shown that syntax and semantics create the context for vocabulary growth in children ADDIN EN.CITE Biemiller200649495Biemiller, AndrewDickinson, D. K.Neuman, S. B.Vocabulary development and instruction: A prerequistie for school learningHandbook of early literacy research41-51222006New YorkGuilford Pressfrom grade 3 on children need fluency and an average or above vocab. (41) doesn't mean it will happen with it, but it won't happen without it..."The significance of vocabulary ("oral language") has often been underestimated because itis not a prerequisite for first or second grade reading success." ; growth is fine later but gap remains, therefore close the gap during preliteracy; acquisition is more a matter of opportunity rather than ability and home rather than school influence vocabalary; fast mapping includes syntactic and semantic aspects (44) and the mapping is nec. for subsequent exp. to get it internalized and richer and the need for a more advanced speaker; stories help with vocab and structure;"Teaching words (through stories or any other effective method) takes time. Most of the vocabulary intervention studies involved about half an hour per day. Setting asie healf an hour a day in a busy primary classroom may seem a lot--although it is not as much time as is routinely devoted to decoding...At present we spend a lot of time teaching (and assessing!) reading mechanics--the skills needed to read words on pages. But we spend almost no time on systematically building vocabulary...." (49)Behrend2001515117Behrend, Douglas A.Scofield, JasonKleinknecht, Erica E.Beyond Fast Mapping: Young Children's Extensions of Novel Words and Novel FactsDevelopmental PsychologyDevelopmental Psychology698-705375Language ProcessingAge DifferencesCognitive DevelopmentComparative AnalysisNounsPreschool ChildrenRecognition (Psychology)Count NounsFast MappingWord Learning2001http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ639758&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/beyond.fast.mapping.pdfword learning is a system...concrete word to world, ways to use word appropriately in the future (extendability, catagorical scope);proposed experience with words help extend word learning; type of information that guide extentions (constucted via prag, zpd, syntax?);form class/syntax is important but not the only route; some qualitative data also showed more systematic routine for word learning; once a word is recognized as a unit, then it can be extended; social context may matter (page 704)(Behrend, Scofield, & Kleinknecht, 2001; Biemiller, 2006).
Phonological Awareness and Its Relationship to Reading Development
Metalinguistic skills are related to both reading acquisition and reading development ADDIN EN.CITE Kuo20068813Kuo, Li-jenAnderson, Richard C.Morphological Awareness and Learning to Read: A Cross-Language PerspectiveEducational PsychologistEducational Psychologist161-18041MorphemesCodingReading SkillsMetalinguisticsLinguistic CompetenceSyntaxVocabulary DevelopmentMorphology (Languages)Contrastive Linguistics200600461520http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ741778&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/morph.aware.rdg.pdfMorph Awareness may bring in a more semantic and syntactic rules and be a more general index for studies--oral language may correlate more with this construct; stage theory of metalinguistic awareness (below conscouisness (but in language), actual awareness, to conscuious awareness; produtctivity and cross over from phonological awareness and semantic awareness inpact rate of acq; vocabulary is correlated with morph awareness; definition of reading is either or;does not impact reading acq in alphabetic languages but does in others...early years ovewhelmed with deconding using phonics therefore redefine decoding and reading; discusses the recipricol nature of language and comp/decoding for older kids
Chaney1994626227Chaney, CarolynLanguage Development, Metalinguistic Awareness, and Emergent Literary Skills of 3-Year-Old Children in Relation to Social ClassApplied PsycholinguisticsApplied Psycholinguistics371-394Language AcquisitionLanguage SkillsLiteracyMetalinguisticsPreschool ChildrenSocioeconomic InfluencesChildhood AttitudesParent Child RelationshipPreschool EducationRacial DifferencesSocial Differences199415
01427164http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ491202&site=ehost-live Oral language determines metalinguistics and it is not related to social class; pring awareness and concepts about books is related to social classRoth19962217Roth, Froma P.Speece, Deborah L.Cooper, David H.De La Paz, SusanUnresolved mysteries: How do metalinguistic and narrative skills connect with early reading?Journal of Special EducationJournal of Special Education257-277303phonological & metasyntactic & metasemantic & metamorphological & narrative skills, word decoding & reading comprehension, K-3rd graders with or without oral language difficulties, literature reviewLanguage DisordersLiterature ReviewMetalinguisticsReading AbilityNarrativesReading Comprehension1996PRO-EDhttp://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1996-06558-002&site=ehost-live In NB--phonemic awareness predicts early reading but metasyntactic ability accounted for the variance; metalinguistic awareness and narrative discourse are imp.; children move from conversational/communicative to narration (a literate use of language). suggests a broader def on reading acquisition to include decoding and comprehension; suggests that narrative language may actually influence decoding, as well; metasyntax is involved in decoding;phonemic awareness is necessary for initial acquisition but not sufficient for success;bottleneck theory--everything initially dependent on phonemic awareness; oral narration skills must also be necessary for some and this resists the bottleneck theory;question the age at when other metalinguistic features come into play; there are different types/levels of metalinguistic awareness and don't know how these skills are acquired in a developmental model and how this model relates to different reading (decoding and comprehension) at different points of reading development(Chaney, 1994; Kuo & Anderson, 2006; Roth, Speece, Cooper, & De La Paz, 1996); however, the unpacking of this relationship has been seen as problematic in the current research ADDIN EN.CITE Kuo20068813Kuo, Li-jenAnderson, Richard C.Morphological Awareness and Learning to Read: A Cross-Language PerspectiveEducational PsychologistEducational Psychologist161-18041MorphemesCodingReading SkillsMetalinguisticsLinguistic CompetenceSyntaxVocabulary DevelopmentMorphology (Languages)Contrastive Linguistics200600461520http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ741778&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/morph.aware.rdg.pdfMorph Awareness may bring in a more semantic and syntactic rules and be a more general index for studies--oral language may correlate more with this construct; stage theory of metalinguistic awareness (below conscouisness (but in language), actual awareness, to conscuious awareness; produtctivity and cross over from phonological awareness and semantic awareness inpact rate of acq; vocabulary is correlated with morph awareness; definition of reading is either or;does not impact reading acq in alphabetic languages but does in others...early years ovewhelmed with deconding using phonics therefore redefine decoding and reading; discusses the recipricol nature of language and comp/decoding for older kids
(Kuo & Anderson, 2006). The relationship between metalinguistics and reading seems relatively linear. For example, in order for children to understand the purpose of a letter and a letter sound, they must have the ability to control two concepts. First, oral language consists of words which are made up of sounds (phonological awareness). Second, the words and phrases we use orally can be represented in print (print awareness). It is understandable why research focused a great deal on these two principles ADDIN EN.CITE Burgess200654545Burgess, Stephen R.Dickinson, D. K.Neuman, S. B.The development of phonological sensitivityHandbook of Early Literacy Research90-100222006New YorkGuilford Pressthe relationship between phonological sensitivity and reading development was found to be bidirectional because only studied school age kids, now moving into preschool is helping define the construct; oral language relationship has been studied, lexical restructuring theory, (95);little studies in environment diff in dev in preschool due to exp to print and oral language (is it oral language or the mapping is off due to sociolinguistic reasons how are these differences being measured? (95);home environment influences on letter knowledge and oral language...alphabet books better than picture books (96)--minimizing oral language again--looking for a direct line therefore would still have a gap--a larger gap because leaving out cognitive functions and their relations to oral language (vygotsky); manipulate home environments (97, 98)--wouldn't this be overriding culture and languageAnthony2004252517Anthony, Jason L.Lonigan, Christopher J.The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School ChildrenJournal of Educational PsychologyJournal of Educational Psychology53-55961PhonemesReading SkillsRhymePhonologyReading InstructionSkill DevelopmentLongitudinal StudiesPreschool ChildrenYoung Children2004http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ684924&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/nature.phon.awareness.pdfused advanced statistics to rerun data and developed a developmental model for phonological awareness that includes different phonological and linguistic dimensions. Suggests that child's development should be considered with task. However, still considers it a deficit rather than continuous development as suggested that proper assessments used to identify and remediate early so to avoid problems and reading disabilities...on the flip would be to differentiate for varying sensitivites prek through school to allow for continous development.Phillips200655555Phillips, Beth M.Torgesen, Joseph K.Dickinson, D. K.Neuman, S. B.Phonemic awareness and reading: Beyond the growth of initial reading accuracyHandbook of Early Literacy Research100-112222006New YorkGuilford Press; "without at least an emergent level of phonemic awareness, the rationale for learning individual letter sounds and "sounding out" words is not understandable." (102); phomemic awareness and phonemic decoding; lends itself to letter knowledge; phonemic awareness related to fluency and sightwords (106);"Children can use a variaty of strategies to identify unknown words (Ehri, 2002), ut if they do not become skillfull at using letter sound cues they almost invariably remain inacccruate readers (102-03); connect phonemic decoding to and sounds detected in their pronounciations already present in memory" (107); self teaching theory; phonemic cues to derive an approximate pronounciation for a word in text and combine this approximate porounciation with contextual cues (106). Defines decoding as a skill that needs fluent and flexible use of letter sound relationships;phomenic awareness plays an early role in this skill development;calls for measures to follow phonemic awareness's contribution to fluencyLonigan200653535Lonigan, Christopher J.Dickinson, D. K.Neuman, S. B.Conceptualizing phonological processing skills in prereadersHandbook of Early Literacy Research77-89222006New YorkGuilford Pressoutside in inside out less intertwined in acquisition and inside out more important.(79); to the extent that is was possible to examine diffeent aspect of oral language and their relations with decoding and comprehension in these studeies, the results suggested that more comples aspects of oral language, such as listening comprehension, understanding syntax, and definitional vocabulary, had stroger associations with the decoding and comprehension than did expressive or receptive vocabulary...(80) does not necessarily support outside in and inside out; phonological awareness develops on two dimensions--liguistic complexity and cognitive functioning (cognitive functioning related to language);significant effects of oral language intervenetion on measures of rhyme and blending (85). vocabulary development is causal to phonological awareness "This is one of the first studies of preshcool children to idientify a potentially causal factor not involveing direct training of the skill inthe development of phonolgical awareness.; development of phonological awarensess influences development of print knowledge; intervention while window is at its widest Speece2004404017Speece, Deborah L.Ritchey, Kristen D.Cooper, David H.Roth, Froma P.Schatschneider, ChristopherGrowth in Early Reading Skills from Kindergarten to Third GradeContemporary Educational PsychologyContemporary Educational Psychology312-332293Early ReadingReading SkillsPrimary EducationYoung ChildrenModelsFamily LiteracyOral LanguageEmergent LiteracyIntelligenceSpellingDemographyTestsPhonemesMeasures (Individuals)2004http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ735614&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/growth.early.reading.pdfhome literacy and oral language get mixed reviews; spelling more consistent; used growth curve analysis to show relationships and change over time; suggested that phon awareness, emergent reading, and family literacy retained their sig as pred and that these skills mediated the influence of oral language, spelling and SES.oral language and family literacy are bivariates; concludes there is an interdependence between inside out and outside in skills, which interventionists may want to include; famliy lit, emergent reading become more infl as readinig skills dev. trouble with definistions of oral language...(Anthony & Lonigan, 2004; Burgess, 2006; Lonigan, 2006; Phillips & Torgesen, 2006; Speece, Ritchey, Cooper, Roth, & Schatschneider, 2004).
Earlier studies revealed the causal relationship between phonological awareness and reading acquisition, and more specifically, decoding ADDIN EN.CITE Speece2004404017Speece, Deborah L.Ritchey, Kristen D.Cooper, David H.Roth, Froma P.Schatschneider, ChristopherGrowth in Early Reading Skills from Kindergarten to Third GradeContemporary Educational PsychologyContemporary Educational Psychology312-332293Early ReadingReading SkillsPrimary EducationYoung ChildrenModelsFamily LiteracyOral LanguageEmergent LiteracyIntelligenceSpellingDemographyTestsPhonemesMeasures (Individuals)2004http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ735614&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/growth.early.reading.pdfhome literacy and oral language get mixed reviews; spelling more consistent; used growth curve analysis to show relationships and change over time; suggested that phon awareness, emergent reading, and family literacy retained their sig as pred and that these skills mediated the influence of oral language, spelling and SES.oral language and family literacy are bivariates; concludes there is an interdependence between inside out and outside in skills, which interventionists may want to include; famliy lit, emergent reading become more infl as readinig skills dev. trouble with definistions of oral language...Storch2002414117Storch, Stacey A.Whitehurst, Grover J.Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural ModelDevelopmental PsychologyDevelopmental Psychology934-947386Elementary School StudentsEmergent LiteracyOral LanguageReading SkillsDecoding (Reading)Longitudinal StudiesModelsPhoneme Grapheme CorrespondencePredictor VariablesPreschool ChildrenReading ComprehensionPhonological AwarenessReading Accuracy2002http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ663347&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/oral.language.cod.related.pdfconstructed a model showing oral lang imp but indirect during acq stage and reemerges as direct in later; early on oral lang is mediated by code related( phon aw and print awareness) What were the measures of word decoding--isolated or on continuous text? CT brings oral language into decoding via syntax and semantics; taking a deficit approach on application to intervention;suggests phonological remediation for early grades, may be isolated but such practice does not work for older kids---but states not to wait because because important to code related activities for word reading abilities but also continued oral progress for the reading abilities to tap into laterWhitehurst1998707017Whitehurst, Grover J.Lonigan, Christopher J.Child Development and Emergent LiteracyChild DevelopmentChild Development848-872693Child DevelopmentEmergent LiteracyChildrenCognitive DevelopmentDevelopmental PsychologyPublic PolicyReading AbilityReading AchievementReading ImprovementReading SkillsResearch Needs1998http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ569165&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/01cc99331529f10f7cfa1e4c%260.pdfRoth19962217Roth, Froma P.Speece, Deborah L.Cooper, David H.De La Paz, SusanUnresolved mysteries: How do metalinguistic and narrative skills connect with early reading?Journal of Special EducationJournal of Special Education257-277303phonological & metasyntactic & metasemantic & metamorphological & narrative skills, word decoding & reading comprehension, K-3rd graders with or without oral language difficulties, literature reviewLanguage DisordersLiterature ReviewMetalinguisticsReading AbilityNarrativesReading Comprehension1996PRO-EDhttp://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1996-06558-002&site=ehost-live In NB--phonemic awareness predicts early reading but metasyntactic ability accounted for the variance; metalinguistic awareness and narrative discourse are imp.; children move from conversational/communicative to narration (a literate use of language). suggests a broader def on reading acquisition to include decoding and comprehension; suggests that narrative language may actually influence decoding, as well; metasyntax is involved in decoding;phonemic awareness is necessary for initial acquisition but not sufficient for success;bottleneck theory--everything initially dependent on phonemic awareness; oral narration skills must also be necessary for some and this resists the bottleneck theory;question the age at when other metalinguistic features come into play; there are different types/levels of metalinguistic awareness and don't know how these skills are acquired in a developmental model and how this model relates to different reading (decoding and comprehension) at different points of reading developmentPhillips200655555Phillips, Beth M.Torgesen, Joseph K.Dickinson, D. K.Neuman, S. B.Phonemic awareness and reading: Beyond the growth of initial reading accuracyHandbook of Early Literacy Research100-112222006New YorkGuilford Press; "without at least an emergent level of phonemic awareness, the rationale for learning individual letter sounds and "sounding out" words is not understandable." (102); phomemic awareness and phonemic decoding; lends itself to letter knowledge; phonemic awareness related to fluency and sightwords (106);"Children can use a variaty of strategies to identify unknown words (Ehri, 2002), ut if they do not become skillfull at using letter sound cues they almost invariably remain inacccruate readers (102-03); connect phonemic decoding to and sounds detected in their pronounciations already present in memory" (107); self teaching theory; phonemic cues to derive an approximate pronounciation for a word in text and combine this approximate porounciation with contextual cues (106). Defines decoding as a skill that needs fluent and flexible use of letter sound relationships;phomenic awareness plays an early role in this skill development;calls for measures to follow phonemic awareness's contribution to fluency(Phillips & Torgesen, 2006; Roth, Speece, Cooper, & De La Paz, 1996; Speece, Ritchey, Cooper, Roth, & Schatschneider, 2004; Storch & Whitehurst, 2002; Whitehurst & Lonigan, 1998). Conceptual models developed over the past decade have included the inside-out and outside-in view of reading acquisition and development, as well as the bottleneck theory. The inside out outside in conceptual model for reading acquisition and development was originally proposed by Whitehurst and Lonigan (1998). This model defined two domains for reading skills. Inside out skills consisted of code related tenets, such as phonological awareness and letter knowledge. Outside in skills consisted of language and conceptual knowledge. The authors believed that these domains were stand alone entities that were not impacted by the same experiences. Moreover, it was proposed that, although outside in skills may be tied to emergent literacy components, these skills did not provide significant influence until after the acquisition stage was completed. The inside out skills were more important during the acquisition stage, which was considered to be kindergarten, first and second grades. ADDIN EN.CITE Whitehurst1998707017Whitehurst, Grover J.Lonigan, Christopher J.Child Development and Emergent LiteracyChild DevelopmentChild Development848-872693Child DevelopmentEmergent LiteracyChildrenCognitive DevelopmentDevelopmental PsychologyPublic PolicyReading AbilityReading AchievementReading ImprovementReading SkillsResearch Needs1998http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ569165&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/01cc99331529f10f7cfa1e4c%260.pdf(Whitehurst & Lonigan, 1998). These findings were extended by a subsequent study that found these emergent literacy characteristics (oral language and concept knowledge) became increasingly important as reading developed in children.
The bottleneck theory is similar to the above model. This conceptual framework states that phonological awareness, phonemic awareness, and letter knowledge are of the most importance during the acquisition stage. Therefore the wide space of emergent literacy narrows to code related skills in order to begin processing text ADDIN EN.CITE Storch2002414117Storch, Stacey A.Whitehurst, Grover J.Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural ModelDevelopmental PsychologyDevelopmental Psychology934-947386Elementary School StudentsEmergent LiteracyOral LanguageReading SkillsDecoding (Reading)Longitudinal StudiesModelsPhoneme Grapheme CorrespondencePredictor VariablesPreschool ChildrenReading ComprehensionPhonological AwarenessReading Accuracy2002http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ663347&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/oral.language.cod.related.pdfconstructed a model showing oral lang imp but indirect during acq stage and reemerges as direct in later; early on oral lang is mediated by code related( phon aw and print awareness) What were the measures of word decoding--isolated or on continuous text? CT brings oral language into decoding via syntax and semantics; taking a deficit approach on application to intervention;suggests phonological remediation for early grades, may be isolated but such practice does not work for older kids---but states not to wait because because important to code related activities for word reading abilities but also continued oral progress for the reading abilities to tap into laterRoth19962217Roth, Froma P.Speece, Deborah L.Cooper, David H.De La Paz, SusanUnresolved mysteries: How do metalinguistic and narrative skills connect with early reading?Journal of Special EducationJournal of Special Education257-277303phonological & metasyntactic & metasemantic & metamorphological & narrative skills, word decoding & reading comprehension, K-3rd graders with or without oral language difficulties, literature reviewLanguage DisordersLiterature ReviewMetalinguisticsReading AbilityNarrativesReading Comprehension1996PRO-EDhttp://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1996-06558-002&site=ehost-live In NB--phonemic awareness predicts early reading but metasyntactic ability accounted for the variance; metalinguistic awareness and narrative discourse are imp.; children move from conversational/communicative to narration (a literate use of language). suggests a broader def on reading acquisition to include decoding and comprehension; suggests that narrative language may actually influence decoding, as well; metasyntax is involved in decoding;phonemic awareness is necessary for initial acquisition but not sufficient for success;bottleneck theory--everything initially dependent on phonemic awareness; oral narration skills must also be necessary for some and this resists the bottleneck theory;question the age at when other metalinguistic features come into play; there are different types/levels of metalinguistic awareness and don't know how these skills are acquired in a developmental model and how this model relates to different reading (decoding and comprehension) at different points of reading development(Roth, Speece, Cooper, & De La Paz, 1996; Storch & Whitehurst, 2002). The world reopens as the children transition out of the bottle and into the world of fluent reading. Finally, it is at this point that syntactic, semantic, and discourse abilities facilitate continued reading development. Phillips and Torgesen (2006) findings coincided with this metaphor in that they found the syntactic and semantic cues aided students in decoding, but only after the students attained a high level of phonemic awareness.
These conceptual models were developed in the late 1990s during the time that many studies involving phonological awareness and reading acquisition were conducted on school age children. The foundation of both models is based on the idea that phonological skills emerge from formal reading instruction (i.e. once letters and sounds are explicitly taught in school). The move to study younger children has shown that the relationship between phonological awareness and reading is not as bidirectional as once thought; but, rather, there is a foundational tie between oral vocabulary and phonological awareness ADDIN EN.CITE Burgess200654545Burgess, Stephen R.Dickinson, D. K.Neuman, S. B.The development of phonological sensitivityHandbook of Early Literacy Research90-100222006New YorkGuilford Pressthe relationship between phonological sensitivity and reading development was found to be bidirectional because only studied school age kids, now moving into preschool is helping define the construct; oral language relationship has been studied, lexical restructuring theory, (95);little studies in environment diff in dev in preschool due to exp to print and oral language (is it oral language or the mapping is off due to sociolinguistic reasons how are these differences being measured? (95);home environment influences on letter knowledge and oral language...alphabet books better than picture books (96)--minimizing oral language again--looking for a direct line therefore would still have a gap--a larger gap because leaving out cognitive functions and their relations to oral language (vygotsky); manipulate home environments (97, 98)--wouldn't this be overriding culture and language(Burgess, 2006) which begins to come together during the toddler years. Lonigan (2006) revisited the inside out outside in construct given the new understandings related to phonological awareness and language. He considered the idea that the two domains are not necessarily independent of common experiences, as once thought. They may be tied together through listening comprehension, understanding syntax, and definitional vocabulary. In fact, a study situated at the preschool level which did not involve any phonological training revealed that there was causal relationship between vocabulary and phonological development. Additionally, this relationship exists during the preschool years and into the early elementary years ADDIN EN.CITE Lonigan200757575Lonigan, Christopher J.Wagner, Richard K. EdMuse, Andrea E. EdTannenbaum, Kendra R. EdVocabulary development and the development of phonological awareness skills in preschool childrenVocabulary acquisition Implications for reading comprehension15-312007New YorkGuilford Presskids with more developed phonemic awareness are quicker to learn to read (17) but what makes them more phonemicly aware?--not just drilling; highly phonologically aware kids are good early readers (18--bottom) inside out (code related) early and outside in (language ) later) why? due to language and attentional control; reanlysis found causal relationship between vocabulary and phonogical (27)one of the first studies to involve preschool children not involving direct phone awareness skill training. (27);emergent literecy skills are interdependent..."Phonological awareness, a substantial predictor of later reading, is correlated both concurrently and longitudinally with orla language skills both in the preschool period and beyond---LRM--claims that reanlysis showed that effective vocab intervention impacted phon. aware but not the other way around. (28) (Lonigan, 2007).
A Summary of Metalinguistic Awareness, Phonological Awareness, and Reading
Dickenson (2006) captures a great deal of the findings related to metalinguistic awareness and reading acquisition and development discussed to this point through a window metaphor. His focus was specifically directed toward vocabulary development and it relationship with the phonological aspects of metalinguistics. He conceptualized that a window is open for this learning from preschool through fourth grade. During this time a childs environment is critical in that it helps form the brain functions that allow for attentional control and higher cognitive functioning. Language is a key factor in this environment because it allows for the continuous development in attention and cognitive functioning, which together eventually define that watershed moment when metalinguistic awareness begins to form. Finally, it is this awareness that creates the connections between print and language.
It is important to note that the relationship between phonological awareness and reading actually begins before formal literacy instruction (the explicit teaching of letters, sounds, and sight words). Moreover, a unique contributor to the timing of the onset of metalinguistic awareness has been found to be oral vocabulary development rather than the explicit drilling of the various levels of phonological awareness and letter sounds. The research in the fields of metalinguistic awareness, cognition, literacy, and language have all contributed to a clearer understanding of the processes involved in becoming literate. Clearer understandings of how literacy develops is beginning to move us away from the linear conception of literacy and language is somewhat contextualized by the earlier conceptual models of reading acquisition and research projects. More recent studies and more sophisticated statistical modeling are leading some to a more systems view of reading acquisition and development ADDIN EN.CITE Dickinson200648485Dickinson, D. K.McCabe, A.Essex, M. J.Dickinson, D. K.Neuman, S. B.A window of opportunity we must open to all: the case for prschool with high-quality support for langauge and literacyHandbook of ealry literacy research11-28222006New YorkGuilford Pressuse systems thinking for a developmental approach (pp 12, 13, 14; can you partial out language in a systems approach...if integrated systems are to be fashioned (pp 14);language use of teachers in preshcool lead to language increase (14) even when controling for home;preschool a good time to bring in vocabulary development because stable thereafter...but what about the impact of a systems approach...would vocabulary continue to grow; language dev. lit, but this review focused mainly on vocab.; window of opp from preschool to grade 4 where environment helps form the brain functions;exp. plays big role in interconnectivity that allows for higher cognitive functioning and emotionality; exp. w/ teacher child interactions key; connected themes ang game like activites target phonemcic and print awareness(Dickinson, McCabe, & Essex, 2006).
Oral Language Development
The research on oral language development has been critical to our understanding of literacy acquisition and development. Much of the research is beyond the scope of this review. Therefore, this section is organized to revisit many of the previous studies cited, but using the lens of the socio-cultural and sociolinguistic factors that impact language development in preschool through elementary level classrooms. First, however, we will take a brief look at the various aspects of oral language.
Vocabulary, Syntax, and Semantics
Much of the aforementioned research has started to tie phonological awareness to vocabulary ADDIN EN.CITE Anthony2004252517Anthony, Jason L.Lonigan, Christopher J.The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School ChildrenJournal of Educational PsychologyJournal of Educational Psychology53-55961PhonemesReading SkillsRhymePhonologyReading InstructionSkill DevelopmentLongitudinal StudiesPreschool ChildrenYoung Children2004http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ684924&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/nature.phon.awareness.pdfused advanced statistics to rerun data and developed a developmental model for phonological awareness that includes different phonological and linguistic dimensions. Suggests that child's development should be considered with task. However, still considers it a deficit rather than continuous development as suggested that proper assessments used to identify and remediate early so to avoid problems and reading disabilities...on the flip would be to differentiate for varying sensitivites prek through school to allow for continous development.Biemiller200649495Biemiller, AndrewDickinson, D. K.Neuman, S. B.Vocabulary development and instruction: A prerequistie for school learningHandbook of early literacy research41-51222006New YorkGuilford Pressfrom grade 3 on children need fluency and an average or above vocab. (41) doesn't mean it will happen with it, but it won't happen without it..."The significance of vocabulary ("oral language") has often been underestimated because itis not a prerequisite for first or second grade reading success." ; growth is fine later but gap remains, therefore close the gap during preliteracy; acquisition is more a matter of opportunity rather than ability and home rather than school influence vocabalary; fast mapping includes syntactic and semantic aspects (44) and the mapping is nec. for subsequent exp. to get it internalized and richer and the need for a more advanced speaker; stories help with vocab and structure;"Teaching words (through stories or any other effective method) takes time. Most of the vocabulary intervention studies involved about half an hour per day. Setting asie healf an hour a day in a busy primary classroom may seem a lot--although it is not as much time as is routinely devoted to decoding...At present we spend a lot of time teaching (and assessing!) reading mechanics--the skills needed to read words on pages. But we spend almost no time on systematically building vocabulary...." (49)Bracken2005383817Bracken, Stacey StorchThe Role of Oral Language Revisited: A Comment on the NICHD Early Child Care Research Network (2005)Developmental PsychologyDevelopmental Psychology998-999416Oral LanguageLiteracy EducationEmergent LiteracyEarly ReadingReading SkillsLanguage Role2005http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ733682&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/role.oral.language.pdfReaction to NICHD ECCRN's critisism...the latter lacked appropriate statistical basis---their 2002 study supports and extends the value of oral languageBurgess1998333317Burgess, Stephen R.Lonigan, Christopher J.Bidirectional Relations of Phonological Sensitivity and Prereading Abilities: Evidence from a Preschool SampleJournal of Experimental Child PsychologyJournal of Experimental Child Psychology117-141702Knowledge LevelPhonologyPreschool ChildrenCognitive DevelopmentLetters (Alphabet)Longitudinal StudiesPhoneme Grapheme CorrespondencePredictor VariablesPreschool EducationReading ReadinessLetter RecognitionPhonological AwarenessPhonological ProcessingPhonological Skills1998http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ570778&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/bidirectional.relations.phon.pdfOral language has strong correlations but but is not a single predictor of rudimentary pa or letter know. However, it did predict higher level phonological awareness (phonemes); claims oral language has its biggest impact after reading acq stage.Dickinson200648485Dickinson, D. K.McCabe, A.Essex, M. J.Dickinson, D. K.Neuman, S. B.A window of opportunity we must open to all: the case for prschool with high-quality support for langauge and literacyHandbook of ealry literacy research11-28222006New YorkGuilford Pressuse systems thinking for a developmental approach (pp 12, 13, 14; can you partial out language in a systems approach...if integrated systems are to be fashioned (pp 14);language use of teachers in preshcool lead to language increase (14) even when controling for home;preschool a good time to bring in vocabulary development because stable thereafter...but what about the impact of a systems approach...would vocabulary continue to grow; language dev. lit, but this review focused mainly on vocab.; window of opp from preschool to grade 4 where environment helps form the brain functions;exp. plays big role in interconnectivity that allows for higher cognitive functioning and emotionality; exp. w/ teacher child interactions key; connected themes ang game like activites target phonemcic and print awareness(Anthony & Lonigan, 2004; Biemiller, 2006; Bracken, 2005; Burgess & Lonigan, 1998; Dickinson, McCabe, & Essex, 2006) and definitional vocabulary ADDIN EN.CITE Lonigan200757575Lonigan, Christopher J.Wagner, Richard K. EdMuse, Andrea E. EdTannenbaum, Kendra R. EdVocabulary development and the development of phonological awareness skills in preschool childrenVocabulary acquisition Implications for reading comprehension15-312007New YorkGuilford Presskids with more developed phonemic awareness are quicker to learn to read (17) but what makes them more phonemicly aware?--not just drilling; highly phonologically aware kids are good early readers (18--bottom) inside out (code related) early and outside in (language ) later) why? due to language and attentional control; reanlysis found causal relationship between vocabulary and phonogical (27)one of the first studies to involve preschool children not involving direct phone awareness skill training. (27);emergent literecy skills are interdependent..."Phonological awareness, a substantial predictor of later reading, is correlated both concurrently and longitudinally with orla language skills both in the preschool period and beyond---LRM--claims that reanlysis showed that effective vocab intervention impacted phon. aware but not the other way around. (28) (Lonigan, 2007). Scholars in the field of literacy are still looking to explain ways that syntax and semantics help vocabulary and more in depth concept development in children; and more specifically, they are studying how story book reading lends itself to this development ADDIN EN.CITE 2005636317Pathways to Reading: The Role of Oral Language in the Transition to ReadingDevelopmental PsychologyDevelopmental Psychology428-442412Early ReadingPrimary EducationSemanticsGrammarModelsWord RecognitionVocabulary DevelopmentReading SkillsOral LanguageSkill Development2005http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ684975&site=ehost-live insists oral language plays an important role throughout the transition to formal education; still only measures decoding in isolation and waits until third grade to measure comprehension;more thorough measure of oral language;sought to show that broad language skills would be important rather than vocabulary alone;concludes that starting earlier clears the direction of relationships, bridges language and prereading and early reading research;they validate prior research and extend it to how various aspect of language relate to code skills;pp 440 " The ways in which we think of oral language and its relation to reading have consquences not only for our understanding of mechanisms that lead to reading competence but also for our choices of interventions and assessment tools as we prepare children for the transition to school." conversations will lift vocab, gen language, and metalinguistics "that is, simply teaching vocabulary and phonemic awareness, although perhaps necessary, would not be sufficient to buttress gen lang skills."results have implications for NCLB oral lang ass too narrow hs focuses on vocab and on letter naming as languageStorch2001434317Storch, Stacey A.Whitehurst, Grover J.The Role of Family and Home in the Literacy Development of Children from Low-Income BackgroundsNew Directions for Child and Adolescent DevelopmentNew Directions for Child and Adolescent Development53-7192Emergent LiteracyFamily EnvironmentIndividual DifferencesParent Child RelationshipReading AchievementYoung ChildrenCaregiver SpeechChild LanguageLanguage AcquisitionLiteracyParentsPreschool ChildrenPreschool EducationReading Aloud to OthersSocioeconomic StatusStory ReadingStructural Equation ModelsProject Head Start2001Sumhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ637755&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/role.family.home.lit.dev.pdfexplored the connections between emergent literacyskills, reading achievement, and home literacy environment--used inside out and outside in--direction of influence was out to in--path of inf from family and home to outside--home influences are in one variable; it all matters in the direction of influence taken by this study; home literacy may not be due to book reading in and of itself...nor to IQ or education;timing is imp. the outside in skill infl by home start paying on during inside out instr at preschool but the inside out and outside in relationship deminishes in 1st and 2nd grade---this is an example of lack of equity....the shift is due to our instructional focus...not that the relationship couldn't continue to be important; suggests that providing inside out skills in preschool could help...(but still need to consider cultural/language factors or just creating the stable nature earlier); oral language shows a very strong devevlopmental continuum in the outside in domain (however these relationships are dependent on def and measures...i.e. what is decoding and how do you measure it?); "Future efforts to prevent reading problems need to be sensitive to the differences between the inside out and outside in domains of emergent literacy, their developmental relationships, and their environmental supporst." pp68Pan2005151517Pan, Barbara AlexanderRowe, Meredith L.Singer, Judith D.Snow, Catherine E.Maternal Correlates of Growth in Toddler Vocabulary Production in Low-Income FamiliesChild DevelopmentChild Development763-782764Low IncomeLow Income GroupsLiteracyDepression (Psychology)Language AcquisitionMothers2005http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ694178&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/maternal.correlates.growth.tod.voc.pdflooked at vocab growth of lower income to see if the same trends are true as middle income; noted that lower income begin to lag in vocabulary by age 3;same for ethnicity and home language background but diff SES and rural/urban; found that talkativeness did not relate as much as varied word types--opening up more fast maps--"what is it about maternal speech that enhances children's language learning? Is it the amount of talk, the variety of words used, the pragmatic aspects of the interaction, or some cobination of earch?"; book reading did not nec. lead to child production although increased mothers types and tokens and pointing); sociocultural reason for varied input to play more than talkativeness--pragmatics;pointing accelerated vocab growth although impact disappeared when word types considered; pointing helps fast mapping; maternal language and literacy scores predict vocab growth(Pan, Rowe, Singer, & Snow, 2005; , "Pathways to Reading: The Role of Oral Language in the Transition to Reading", 2005; Storch & Whitehurst, 2001), How does a child internalize a word or fact about the world?
Fast mapping is a concept of word acquisition first framed by Susan Carey in 1978. She proposed that to learn a word a child must its syntactical properties and how the meaning relates to other words and concepts already known. Initial word learning consists of direct modeling and over teaching at the infant and early toddler stage. However, by the age of two a child a child learns words based on their use in linguistic context and the specific situation that surrounds its use ADDIN EN.CITE Carey197871715Carey, SusanHale, MorrisBresnan, JoanMiller, George A.The Child as a Word LearnerLinguistic Theory and Psychological Reality
264-2911978CambridgeThe MIT Press(Carey, 1978). This system is further explained by noting a word to world path that is created through syntax and social engagement which allow the word to be internalized and extended ADDIN EN.CITE Behrend2001515117Behrend, Douglas A.Scofield, JasonKleinknecht, Erica E.Beyond Fast Mapping: Young Children's Extensions of Novel Words and Novel FactsDevelopmental PsychologyDevelopmental Psychology698-705375Language ProcessingAge DifferencesCognitive DevelopmentComparative AnalysisNounsPreschool ChildrenRecognition (Psychology)Count NounsFast MappingWord Learning2001http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ639758&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/beyond.fast.mapping.pdfword learning is a system...concrete word to world, ways to use word appropriately in the future (extendability, catagorical scope);proposed experience with words help extend word learning; type of information that guide extentions (constucted via prag, zpd, syntax?);form class/syntax is important but not the only route; some qualitative data also showed more systematic routine for word learning; once a word is recognized as a unit, then it can be extended; social context may matter (page 704)(Behrend, Scofield, & Kleinknecht, 2001). Yet another path for word learning is less direct involves overhearing words ADDIN EN.CITE Akhtar2001505017Akhtar, NameeraJipson, JenniferCallanan, Maureen A.Learning Words through OverhearingChild DevelopmentChild Development416-430722Aural LearningLanguage AcquisitionToddlersVocabulary DevelopmentComparative AnalysisLearning ProcessesVerbsWord LearningLabeling (of Objects)2001http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ635735&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/learning.words.thr.overhearing.pdfkids don't need direct instruction in vocab in all cultures(Akhtar, Jipson, & Callanan, 2001). The various paths can be described as expressive, receptive, passive, explicit, and or coincidental. However, it is important to note that they all involve linguistic and social contexts.
Sociolinguist and Sociocultural Dimensions to Language Learning
The context in which language is learned involves an interaction between a child and another person and a specific linguistic structure. These relationships and structures are different between and among various ethnic, socioeconomic, and family cultures ADDIN EN.CITE Fillmore200317175Fillmore, Lily WongSnow, CatherineAdger, Carolyn Temple EdSnow, CatherineChristian, Donna EdWhat Teachers Need To Know about LanguageWhat Teachers Need to Know about LanguageAcademically GiftedBilingualismInterpretersTeacher EducationTranslationBilingual StudentsChildrenCognitive ProcessesCommunication SkillsElementary Secondary EducationEnglish (Second Language)IntelligenceParent Child RelationshipResearch Methodology2003U.S.
District of ColumbiaCenter for Applied Linguisticshttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED482994&site=ehost-live differences in language skills and abilities should not be confused w/ overall ability (pp 15); research based knowledge on how language functions in edcuation (16); the mismatch between home and school cultures disrupts continuous assismilation into academic discourse (pp 17); "oral language functions as a foundatation for literacy and as the means of learning in school and out. However, despite its importance for learning, many teachers know much less about oral language than they need to know."---researchers have a hard time measuring it as well (pp20)Craig2003666617Craig, Holly K.Connor, Carol M.Washington, Julie A.Early Positive Predictors of Later Reading Comprehension for African American Students: A Preliminary InvestigationLanguage, Speech, and Hearing Services in SchoolsLanguage, Speech, and Hearing Services in Schools31-43341Predictor VariablesReading ComprehensionReading DifficultiesSyntaxBlack StudentsElementary EducationLanguage AcquisitionLongitudinal StudiesLow IncomeMinority Group ChildrenPreschool EducationSocioeconomic StatusVisual PerceptionShapesAfrican Americans2003http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ662758&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/pos.pred.aa.stud.pdfprovides support for sytnactic structures in decoding pp 40(Craig, Connor, & Washington, 2003; Fillmore & Snow, 2003). However, the language characteristics of the middle and upper class cultures are those that successfully transfer to literacy in English in the American public schools ADDIN EN.CITE Fillmore200317175Fillmore, Lily WongSnow, CatherineAdger, Carolyn Temple EdSnow, CatherineChristian, Donna EdWhat Teachers Need To Know about LanguageWhat Teachers Need to Know about LanguageAcademically GiftedBilingualismInterpretersTeacher EducationTranslationBilingual StudentsChildrenCognitive ProcessesCommunication SkillsElementary Secondary EducationEnglish (Second Language)IntelligenceParent Child RelationshipResearch Methodology2003U.S.
District of ColumbiaCenter for Applied Linguisticshttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED482994&site=ehost-live differences in language skills and abilities should not be confused w/ overall ability (pp 15); research based knowledge on how language functions in edcuation (16); the mismatch between home and school cultures disrupts continuous assismilation into academic discourse (pp 17); "oral language functions as a foundatation for literacy and as the means of learning in school and out. However, despite its importance for learning, many teachers know much less about oral language than they need to know."---researchers have a hard time measuring it as well (pp20)Fillmore2000363617Fillmore, Lily WongLoss of Family Languages: Should Educators be Concerned?Theory into PracticeTheory into Practice203-210394Language MinoritiesLanguage Skill AttritionLimited English SpeakingChinese AmericansDiversity (Student)Elementary Secondary EducationImmigrantsLanguage MaintenanceParent Participation2000Authttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ617216&site=ehost-live In NB--offers ways for educators to work with parents in their resp to socialize children while maintaining/extending home languae; "strong developmental effort on the part of the school"; teachers work with parents to ensure the parents maintaing the primary language; "Families that come from cultures with rich oral traditionwill have many storiesand histories to share with the children. Teachers should encourage them to use these materials and to regard them as equal to written materials that other families might use with their children at home."; community action(Fillmore, 2000; Fillmore & Snow, 2003). As a result, many family literacy projects and research studies have sought to influence or manipulate the language experiences in the homes of at risk children ADDIN EN.CITE Lonigan1998353517Lonigan, Christopher J.Whitehurst, Grover J.Relative Efficacy of Parent and Teacher Involvement in a Shared-Reading Intervention for Preschool Children from Low-Income BackgroundsEarly Childhood Research QuarterlyEarly Childhood Research Quarterly263-290132Language SkillsParent ParticipationPreschool ChildrenReading Aloud to OthersTeacher Student RelationshipComparative AnalysisEarly InterventionLow Income GroupsOral ReadingParents as TeachersShared ReadingShared Book Experience1998http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ574139&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/relative.efficacy.parents.pdfkids ready for school or schools ready for kids; 35% of kids enter school w/out adequate vocabulary or sentence structure;dialogic reading created gains in oral language; called for more causal links over long term to get the shifts in the world of policy.Pan2005151517Pan, Barbara AlexanderRowe, Meredith L.Singer, Judith D.Snow, Catherine E.Maternal Correlates of Growth in Toddler Vocabulary Production in Low-Income FamiliesChild DevelopmentChild Development763-782764Low IncomeLow Income GroupsLiteracyDepression (Psychology)Language AcquisitionMothers2005http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ694178&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/maternal.correlates.growth.tod.voc.pdflooked at vocab growth of lower income to see if the same trends are true as middle income; noted that lower income begin to lag in vocabulary by age 3;same for ethnicity and home language background but diff SES and rural/urban; found that talkativeness did not relate as much as varied word types--opening up more fast maps--"what is it about maternal speech that enhances children's language learning? Is it the amount of talk, the variety of words used, the pragmatic aspects of the interaction, or some cobination of earch?"; book reading did not nec. lead to child production although increased mothers types and tokens and pointing); sociocultural reason for varied input to play more than talkativeness--pragmatics;pointing accelerated vocab growth although impact disappeared when word types considered; pointing helps fast mapping; maternal language and literacy scores predict vocab growthJordan2000202017Jordan, Gail E.Snow, Catherine E.Porche, Michelle V.Project EASE: The Effect of a Family Literacy Project on Kindergarten Students' Early Literacy SkillsReading Research QuarterlyReading Research Quarterly524-546354Emergent LiteracyFamily LiteracyParent ParticipationParent Student RelationshipProgram EffectivenessBeginning ReadingKindergartenKindergarten ChildrenPrimary EducationProgram Descriptions2000http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ616175&site=ehost-live In NB--linguisticly rich homes provide early development of prelit skills; reports effects of intervention program focusing on oral language development;"The first set of findings suggest that siteracy success can be the endpoint of varied developmental pathways....encompassing both print and language skills. Homes are integral in preparing kids for school discourse via modeling, actions to support lit dev, and uses of language...shared book reading, play, mealtime conversations.; successful in creating engagement and increased oral language; ppvt may not be an appropriate measure...need one specific to the vocab domains covered; worked with middleclass which shows there's room for improvement everywhereLandry200758585Landry, Susan H.Smith, Karen E.Wagner, Richard K. EdMuse, Andrea E. EdTannenbaum, Kendra R. EdParents' Support of Children's Language Provides Support ofor Later Reading CompetenceVocabulary Acquisition Implications for Reading Comprehension32-512007New YorkGuilford Pressparental behaviors that support language development; social zpd,(Jordan, Snow, & Porche, 2000; Landry & Smith, 2007; Lonigan & Whitehurst, 1998; Pan, Rowe, Singer, & Snow, 2005) and their preschool classrooms ADDIN EN.CITE Phillips200655555Phillips, Beth M.Torgesen, Joseph K.Dickinson, D. K.Neuman, S. B.Phonemic awareness and reading: Beyond the growth of initial reading accuracyHandbook of Early Literacy Research100-112222006New YorkGuilford Press; "without at least an emergent level of phonemic awareness, the rationale for learning individual letter sounds and "sounding out" words is not understandable." (102); phomemic awareness and phonemic decoding; lends itself to letter knowledge; phonemic awareness related to fluency and sightwords (106);"Children can use a variaty of strategies to identify unknown words (Ehri, 2002), ut if they do not become skillfull at using letter sound cues they almost invariably remain inacccruate readers (102-03); connect phonemic decoding to and sounds detected in their pronounciations already present in memory" (107); self teaching theory; phonemic cues to derive an approximate pronounciation for a word in text and combine this approximate porounciation with contextual cues (106). Defines decoding as a skill that needs fluent and flexible use of letter sound relationships;phomenic awareness plays an early role in this skill development;calls for measures to follow phonemic awareness's contribution to fluencyLonigan1998353517Lonigan, Christopher J.Whitehurst, Grover J.Relative Efficacy of Parent and Teacher Involvement in a Shared-Reading Intervention for Preschool Children from Low-Income BackgroundsEarly Childhood Research QuarterlyEarly Childhood Research Quarterly263-290132Language SkillsParent ParticipationPreschool ChildrenReading Aloud to OthersTeacher Student RelationshipComparative AnalysisEarly InterventionLow Income GroupsOral ReadingParents as TeachersShared ReadingShared Book Experience1998http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ574139&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/relative.efficacy.parents.pdfkids ready for school or schools ready for kids; 35% of kids enter school w/out adequate vocabulary or sentence structure;dialogic reading created gains in oral language; called for more causal links over long term to get the shifts in the world of policy.Lonigan2003262617Lonigan, Christopher J.Driscoll, KimberlyPhillips, Beth M.Cantor, Brenlee G.Anthony, Jason L.Goldstein, HowardA Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading ProblemsJournal of Early InterventionJournal of Early Intervention248-262254Computer Assisted InstructionEarly InterventionPhoneme Grapheme CorrespondencePreventionReading DifficultiesRhymeComputer Uses in EducationExpressive LanguageInstructional EffectivenessPhonologyPreschool ChildrenPreschool Education2003Sumhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ674627&site=ehost-live CAI made gains in rhyming and elison which means can be taught w/out formal reading instruction and in this situation, it is oral language that predicts success...suggests sequenced intervention w/ ol first then pa;Amount of success dependent on expres;sive vocabulary; again the idea is to bring fewer kids w/out phonological awareness to the k level;kids did not do well on blending...said may be due to time, but I think could be due to level of metalinguistic awareness(Lonigan et al., 2003; Lonigan & Whitehurst, 1998; Phillips & Torgesen, 2006). Most of these studies and interventions involve the traditional use of storybooks, which do provide substantial linguistic and social contexts within which to learn language.
However, reading stories in and of itself is not enough to enhance language learning. Attention and varied purposes and words play a role as well ADDIN EN.CITE Pan2005151517Pan, Barbara AlexanderRowe, Meredith L.Singer, Judith D.Snow, Catherine E.Maternal Correlates of Growth in Toddler Vocabulary Production in Low-Income FamiliesChild DevelopmentChild Development763-782764Low IncomeLow Income GroupsLiteracyDepression (Psychology)Language AcquisitionMothers2005http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ694178&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/maternal.correlates.growth.tod.voc.pdflooked at vocab growth of lower income to see if the same trends are true as middle income; noted that lower income begin to lag in vocabulary by age 3;same for ethnicity and home language background but diff SES and rural/urban; found that talkativeness did not relate as much as varied word types--opening up more fast maps--"what is it about maternal speech that enhances children's language learning? Is it the amount of talk, the variety of words used, the pragmatic aspects of the interaction, or some cobination of earch?"; book reading did not nec. lead to child production although increased mothers types and tokens and pointing); sociocultural reason for varied input to play more than talkativeness--pragmatics;pointing accelerated vocab growth although impact disappeared when word types considered; pointing helps fast mapping; maternal language and literacy scores predict vocab growth(Pan, Rowe, Singer, & Snow, 2005). Moreover, some studies show that the perceived lag in language does not show until children reach a more formal educational stage in late preschool or kindergarten ADDIN EN.CITE Chaney1994626227Chaney, CarolynLanguage Development, Metalinguistic Awareness, and Emergent Literary Skills of 3-Year-Old Children in Relation to Social ClassApplied PsycholinguisticsApplied Psycholinguistics371-394Language AcquisitionLanguage SkillsLiteracyMetalinguisticsPreschool ChildrenSocioeconomic InfluencesChildhood AttitudesParent Child RelationshipPreschool EducationRacial DifferencesSocial Differences199415
01427164http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ491202&site=ehost-live Oral language determines metalinguistics and it is not related to social class; pring awareness and concepts about books is related to social classThomas-Tate2006676717Thomas-Tate, ShuritaWashington, JulieCraig, HollyPackard, MaryPerformance of African American Preschool and Kindergarten Students on the Expressive Vocabulary TestLanguage, Speech, and Hearing Services in SchoolsLanguage, Speech, and Hearing Services in Schools143-149372African American StudentsPreschool ChildrenKindergartenYoung ChildrenTest ValidityVocabulary SkillsExpressive LanguageCulture Fair Tests2006http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ743151&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/perf.aa.exo.vocab.pdf(Chaney, 1994; Thomas-Tate, Washington, Craig, & Packard, 2006). Thus, it could be assumed that all children come to us with language and experiences that could be tapped for literacy learning. It is noted by some scholars and policy makers that researchers and practicing teachers need to find a way to teach literacy in English in ways that do not marginalize the languages and cultures the children have been learning throughout their formative years ADDIN EN.CITE Fillmore2000363617Fillmore, Lily WongLoss of Family Languages: Should Educators be Concerned?Theory into PracticeTheory into Practice203-210394Language MinoritiesLanguage Skill AttritionLimited English SpeakingChinese AmericansDiversity (Student)Elementary Secondary EducationImmigrantsLanguage MaintenanceParent Participation2000Authttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ617216&site=ehost-live In NB--offers ways for educators to work with parents in their resp to socialize children while maintaining/extending home languae; "strong developmental effort on the part of the school"; teachers work with parents to ensure the parents maintaing the primary language; "Families that come from cultures with rich oral traditionwill have many storiesand histories to share with the children. Teachers should encourage them to use these materials and to regard them as equal to written materials that other families might use with their children at home."; community actionFillmore200317175Fillmore, Lily WongSnow, CatherineAdger, Carolyn Temple EdSnow, CatherineChristian, Donna EdWhat Teachers Need To Know about LanguageWhat Teachers Need to Know about LanguageAcademically GiftedBilingualismInterpretersTeacher EducationTranslationBilingual StudentsChildrenCognitive ProcessesCommunication SkillsElementary Secondary EducationEnglish (Second Language)IntelligenceParent Child RelationshipResearch Methodology2003U.S.
District of ColumbiaCenter for Applied Linguisticshttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED482994&site=ehost-live differences in language skills and abilities should not be confused w/ overall ability (pp 15); research based knowledge on how language functions in edcuation (16); the mismatch between home and school cultures disrupts continuous assismilation into academic discourse (pp 17); "oral language functions as a foundatation for literacy and as the means of learning in school and out. However, despite its importance for learning, many teachers know much less about oral language than they need to know."---researchers have a hard time measuring it as well (pp20)Feldman200256565Feldman, SandraAdger, Carolyn Temple EdSnow, CatherineChristian, Donna EdPreparing teachers to guide children's language developmentWhat teachers need to know about language113-1222002US
Washington D. C.Center for Applied LinguisticsNational Academy of Education and AFT....identify core content of cognitive psychology, human development, educational assessment, and teaching strategies...particularly as they relate to language development (119); respect home languages (113); "Educational linguistics provides the stubstance for a serious course of study regarding mulitcultural pedagogy. A teacher who has mastered that curriculem will be a genuine multicultural educator whose pedagogy is culturally responsive and captalizes on students' cultural backgrounds rather than overriding or negating them." (114);"When teachers have substancial knowledg about the structure of language , soicolinguistics, language development, and second language learning, they have the tools for helping children devleop the language and literacy skills they need...(114); this should be paired w/ ar(Feldman, 2002; Fillmore, 2000; Fillmore & Snow, 2003).
A Summary of Oral Language Development
It is particularly important to value and extend the language the children bring with them in any setting, whether that setting is in the home or in a school. In order for children to continue developing vocabulary and conceptual knowledge of their world, they need to be able to connect the new to the known. They do this through their syntactic and pragmatic abilities as they relate to another caring individual. Storybook reading helps to create this linguistic and social context in some cultures, but it is important to note that oral language is primarily developed through purposeful and varied use of words and grammatical structures to learn about the world.
This premise is particularly important as it pertains to phonological awareness and literacy acquisition and development. Vocabulary has been found to be causally related to phonological awareness. Additionally, a more recent construct of phonological awareness acknowledges that its development is dependent on various cognitive abilities that are dependent on language ADDIN EN.CITE Anthony2004252517Anthony, Jason L.Lonigan, Christopher J.The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School ChildrenJournal of Educational PsychologyJournal of Educational Psychology53-55961PhonemesReading SkillsRhymePhonologyReading InstructionSkill DevelopmentLongitudinal StudiesPreschool ChildrenYoung Children2004http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ684924&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/nature.phon.awareness.pdfused advanced statistics to rerun data and developed a developmental model for phonological awareness that includes different phonological and linguistic dimensions. Suggests that child's development should be considered with task. However, still considers it a deficit rather than continuous development as suggested that proper assessments used to identify and remediate early so to avoid problems and reading disabilities...on the flip would be to differentiate for varying sensitivites prek through school to allow for continous development.(Anthony & Lonigan, 2004), and these come together at different times for different children.
Therefore, it is possible that a five year old from a Spanish speaking home may still be developing the attentional control and vocabulary necessary to reach a metalinguistic intersection that would take him to print. What happens to this child when he is forced to adapt to a new linguistic and cultural context for language learning that does not match the one that supported him during his formative years?
Culturally Responsive Teaching and Research
Movement along the Continuum from Intervention to Prevention to Convention
The link between phonological awareness and reading acquisition has been well established ADDIN EN.CITE Ashby200652525Ashby, JaneRayner, KeithDickinson, D. K.Neuman, S. B.Literacy development: Insights from research on skilled readingHandbook of Early Literacy Research52-63222006New YorkGuilford Pressmapping printed word to lexicon--lexical access is the centerpiece of early literacy instruction (53).Less skilled readers use context for lexical access; advocates for a balanced literacy approach w/ explicit phonics instruction..."As children are developing advanced phonological awareness in spoken language, they learn how to map those speech sounds to written lanuage in their spelling and to use those mappings to decode...; developmentalBurgess1998333317Burgess, Stephen R.Lonigan, Christopher J.Bidirectional Relations of Phonological Sensitivity and Prereading Abilities: Evidence from a Preschool SampleJournal of Experimental Child PsychologyJournal of Experimental Child Psychology117-141702Knowledge LevelPhonologyPreschool ChildrenCognitive DevelopmentLetters (Alphabet)Longitudinal StudiesPhoneme Grapheme CorrespondencePredictor VariablesPreschool EducationReading ReadinessLetter RecognitionPhonological AwarenessPhonological ProcessingPhonological Skills1998http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ570778&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/bidirectional.relations.phon.pdfOral language has strong correlations but but is not a single predictor of rudimentary pa or letter know. However, it did predict higher level phonological awareness (phonemes); claims oral language has its biggest impact after reading acq stage.(Ashby & Rayner, 2006; Burgess & Lonigan, 1998). Some studies use a somewhat linear model to develop intervention studies designed to ensue at risk populations the phonological awareness necessary to acquire literacy successfully before they entered kindergarten or first grade ADDIN EN.CITE Ashby200652525Ashby, JaneRayner, KeithDickinson, D. K.Neuman, S. B.Literacy development: Insights from research on skilled readingHandbook of Early Literacy Research52-63222006New YorkGuilford Pressmapping printed word to lexicon--lexical access is the centerpiece of early literacy instruction (53).Less skilled readers use context for lexical access; advocates for a balanced literacy approach w/ explicit phonics instruction..."As children are developing advanced phonological awareness in spoken language, they learn how to map those speech sounds to written lanuage in their spelling and to use those mappings to decode...; developmentalBurgess2002272717Burgess, Stephen R.Hecht, Steven A.Lonigan, Christopher J.Relations of the Home Literacy Environment (HLE) to the Development of Reading-Related Abilities: A One-Year Longitudinal StudyReading Research QuarterlyReading Research Quarterly408-426374Decoding (Reading)Emergent LiteracyFamily EnvironmentReading AbilityLongitudinal StudiesPreschool EducationReading Research2002http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ658883&site=ehost-live Article in Notebook--Found that HLE was statistically significantly related to oral language, phonological sensitivity, and word decoding ability; each of the six conceptualizations was related but SES was not;HLE overall,interactive, passive, limiting, active, shared reading; "...the race to identify effective methods of manipulating the HLE has begun."..."Therefore, research designed to understand why parents provide the HLE they do, to identify the best way to read and interact with children in order to maximize a certain skill, andJordan2000202017Jordan, Gail E.Snow, Catherine E.Porche, Michelle V.Project EASE: The Effect of a Family Literacy Project on Kindergarten Students' Early Literacy SkillsReading Research QuarterlyReading Research Quarterly524-546354Emergent LiteracyFamily LiteracyParent ParticipationParent Student RelationshipProgram EffectivenessBeginning ReadingKindergartenKindergarten ChildrenPrimary EducationProgram Descriptions2000http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ616175&site=ehost-live In NB--linguisticly rich homes provide early development of prelit skills; reports effects of intervention program focusing on oral language development;"The first set of findings suggest that siteracy success can be the endpoint of varied developmental pathways....encompassing both print and language skills. Homes are integral in preparing kids for school discourse via modeling, actions to support lit dev, and uses of language...shared book reading, play, mealtime conversations.; successful in creating engagement and increased oral language; ppvt may not be an appropriate measure...need one specific to the vocab domains covered; worked with middleclass which shows there's room for improvement everywhereLonigan1999313117Lonigan, Christopher J.Anthony, Jason L.Bloomfield, Brenlee G.Dyer, Sarah M.Samwel, Corine S.Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk PreschoolersJournal of Early InterventionJournal of Early Intervention306-322224Expressive LanguageHigh Risk StudentsListening ComprehensionReading InstructionReading StrategiesReceptive LanguageLow IncomePreschool ChildrenPreschool EducationYoung ChildrenDialogic Education1999Fallhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ599243&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/effects.of.two.story.reading.pdfcorrelational but weak in causal for shared reading and reading aq.; it would be interesting to use the tenets of dialogic storybook reading w/out print and with oral histories; dialogic reading max but shared reading suffice; more successful in middle income?; lower income didn't follow through;showed causal evidence for both shared and dialogic reading; shared for listening comprehension and alliteration and dialogic for use of descriptive language; shared book could act as a precurser; still minimizes oral language's impact on decoding skills;shared reading may lead to only one of the four measures (part of the new construct...); these won't close the gap for older preschool .... does the window close at 4?; some language more impacted by home based due to one to one, consistency in language and cognitive expectation (zpd); need to learn more about how emergent literacy skills develop(Ashby & Rayner, 2006; Burgess, Hecht, & Lonigan, 2002; Jordan, Snow, & Porche, 2000; Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999) Many of these models use storybook reading and other forms of exposure to print in the interventions.
However, more recent studies have taken a systems view of language and literacy development that embraces a more defined developmental view of literacy and language ADDIN EN.CITE Dickinson200648485Dickinson, D. K.McCabe, A.Essex, M. J.Dickinson, D. K.Neuman, S. B.A window of opportunity we must open to all: the case for prschool with high-quality support for langauge and literacyHandbook of ealry literacy research11-28222006New YorkGuilford Pressuse systems thinking for a developmental approach (pp 12, 13, 14; can you partial out language in a systems approach...if integrated systems are to be fashioned (pp 14);language use of teachers in preshcool lead to language increase (14) even when controling for home;preschool a good time to bring in vocabulary development because stable thereafter...but what about the impact of a systems approach...would vocabulary continue to grow; language dev. lit, but this review focused mainly on vocab.; window of opp from preschool to grade 4 where environment helps form the brain functions;exp. plays big role in interconnectivity that allows for higher cognitive functioning and emotionality; exp. w/ teacher child interactions key; connected themes ang game like activites target phonemcic and print awarenessLonigan200653535Lonigan, Christopher J.Dickinson, D. K.Neuman, S. B.Conceptualizing phonological processing skills in prereadersHandbook of Early Literacy Research77-89222006New YorkGuilford Pressoutside in inside out less intertwined in acquisition and inside out more important.(79); to the extent that is was possible to examine diffeent aspect of oral language and their relations with decoding and comprehension in these studeies, the results suggested that more comples aspects of oral language, such as listening comprehension, understanding syntax, and definitional vocabulary, had stroger associations with the decoding and comprehension than did expressive or receptive vocabulary...(80) does not necessarily support outside in and inside out; phonological awareness develops on two dimensions--liguistic complexity and cognitive functioning (cognitive functioning related to language);significant effects of oral language intervenetion on measures of rhyme and blending (85). vocabulary development is causal to phonological awareness "This is one of the first studies of preshcool children to idientify a potentially causal factor not involveing direct training of the skill inthe development of phonolgical awareness.; development of phonological awarensess influences development of print knowledge; intervention while window is at its widest Anthony2004252517Anthony, Jason L.Lonigan, Christopher J.The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School ChildrenJournal of Educational PsychologyJournal of Educational Psychology53-55961PhonemesReading SkillsRhymePhonologyReading InstructionSkill DevelopmentLongitudinal StudiesPreschool ChildrenYoung Children2004http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ684924&site=ehost-live file:///C:/Documents%20and%20Settings/mjmcilwain/Desktop/lit.meta.oral.lang.rdg/nature.phon.awareness.pdfused advanced statistics to rerun data and developed a developmental model for phonological awareness that includes different phonological and linguistic dimensions. Suggests that child's development should be considered with task. However, still considers it a deficit rather than continuous development as suggested that proper assessments used to identify and remediate early so to avoid problems and reading disabilities...on the flip would be to differentiate for varying sensitivites prek through school to allow for continous development.Lonigan200757575Lonigan, Christopher J.Wagner, Richard K. EdMuse, Andrea E. EdTannenbaum, Kendra R. EdVocabulary development and the development of phonological awareness skills in preschool childrenVocabulary acquisition Implications for reading comprehension15-312007New YorkGuilford Presskids with more developed phonemic awareness are quicker to learn to read (17) but what makes them more phonemicly aware?--not just drilling; highly phonologically aware kids are good early readers (18--bottom) inside out (code related) early and outside in (language ) later) why? due to language and attentional control; reanlysis found causal relationship between vocabulary and phonogical (27)one of the first studies to involve preschool children not involving direct phone awareness skill training. (27);emergent literecy skills are interdependent..."Phonological awareness, a substantial predictor of later reading, is correlated both concurrently and longitudinally with orla language skills both in the preschool period and beyond---LRM--claims that reanlysis showed that effective vocab intervention impacted phon. aware but not the other way around. (28) (Anthony & Lonigan, 2004; Dickinson, McCabe, & Essex, 2006; Lonigan, 2006, , 2007). It is noted that the window for vocabulary and phonological learning is open from age four through fourth grade. If this is true, then it would follow that the perceived language lag for some preschool children may not be able to be closed by the time they are school age.
Many studies note the timing of metalinguistic awareness and print awareness varies from child to child. On the other hand, several studies referred to what they called the stable nature of phonological awareness as the sign that early intervention is necessary ADDIN EN.CITE Burgess200654545Burgess, Stephen R.Dickinson, D. K.Neuman, S. B.The development of phonological sensitivityHandbook of Early Literacy Research90-100222006New YorkGuilford Pressthe relationship between phonological sensitivity and reading development was found to be bidirectional because only studied school age kids, now moving into preschool is helping define the construct; oral language relationship has been studied, lexical restructuring theory, (95);little studies in environment diff in dev in preschool due to exp to print and oral language (is it oral language or the mapping is off due to sociolinguistic reasons how are these differences being measured? (95);home environment influences on letter knowledge and oral language...alphabet books better than picture books (96)--minimizing oral language again--looking for a direct line therefore would still have a gap--a larger gap because leaving out cognitive functions and their relations to oral language (vygotsky); manipulate home environments (97, 98)--wouldn't this be overriding culture and languageLonigan1998343417Lonigan, Christopher J.Burgess, Stephen R.Anthony, Jason L.Barker, Theodore A.Development of Phonological Sensitivity in 2- to 5-Year- Old ChildrenJournal of Educational PsychologyJournal of Educational Psychology294-311902Linguistic CompetencePhonologyPreschool ChildrenAge DifferencesLow IncomeReading ProcessesSocial ClassSocioeconomic StatusPhonological Processing1998http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ571191&site=ehost-live IN NB--reviewed studies that pointed to early phonological sensitivity is related to oral language (3-5 years old); phonological awareness is a single construct;SES strongest predictor by beginning of first grade, but mixed in years prior to formal reading instruction--need to figure this out for intervention and to better understand the origins of phon sens in preschool years. skills increase and stablize as increase in age. developmental trends 2-5 years in middle class samples; oral language scores lower but no diff in early 2/3 year old phon sens.; movement requires informal/formal training in the house/preschool w/ abc books, letters, etc.;suggests more sensitive measures for screening potential problems(Burgess, 2006; Lonigan, Burgess, Anthony, & Barker, 1998). The childs environment, whether home or school, is critical in his language and literacy development. The childs home culture may be well on its way to providing the important cognitive and language foundations. However the guarantee of continued progress in these tenets could be dependent on the classroom culture and the bridge between home and school. Therefore, it also could be that the perceived stable nature of phonological awareness is more due to the teaching practices than it is to the theory of metalinguistics itself.
The window for learning remains open through fourth grade. Perhaps, finding ways to allow the u nature of learning experienced by some cultures becomes the convention for all children. This would require more knowledge about how various cultures engage in language learning so classrooms could connect to those strengths in the children.
This paper opened with a scenario the author knew well. It was a description of her experiences with her child, which did lead to successful literacy acquisition and development. It would be interesting to be able to close with another scenario that described an alternative path to success in school. However, no such path is known by the author at this time. The recent studies have led us to a more clearly defined conceptual understanding of the relationship between oral language and literacy acquisition. The next step may be discovering the different paths that could be forged between the different linguistic and cultural backgrounds and phonological awareness and reading.
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Anthony, J. L., & Lonigan, C. J. (2004). The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School Children. Journal of Educational Psychology, 96(1), 53-55.
Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes. Journal of Experimental Child Psychology, 82(1), 65-92.
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