Oral Language AND Literacy: Not either/or
A short excerpt from an article published in Reading Rockets
“Recently, Chris Lonigan and I (Timothy Shanahan) wrote a short article for Language Magazine. It’s focus is on “The Role of Early Oral Language in Literacy Development.” I think both Chris and I have bona fides in the “phonics/decoding/foundational skills” community and have the scars to show it. But we are both also advocates of the so-called “simple view” of reading — students need to know how to decode from print to language and they need to know how to understand language. This is a both, not an either/or.
Here is a link to the article. Hope you enjoy it.”
And here is a short excerpt from that article:
“Response to intervention in preschool holds promise for successful early language development but several key issues must be considered. For one, preschools often serve disproportionate numbers of children who need Tier 2 or Tier 3 services, which causes staffing concerns. Also, more research is needed on the effect of interventions for children from low-income families, children with disabilities, English language learners, and children from underrepresented ethnic groups.
The NELP report, along with other studies of children’s early language development, suggests that early oral language has a growing contribution to later reading comprehension — a contribution that is separate from the important role played by the alphabetic code. As such, improving young children’s oral language development should be a central goal during the preschool and kindergarten years.”