1. Language and Literacy Connections Between Spoken and Written Language

2. Session Objectives  My goal is for you to understand:  What language is  How language develops  How spoken and written language support one another  Some basic things we can all do to foster the development of both

3. What is Language?  lan·guage  ˈ laNGgwij/  noun  1. the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way. Simply speaking, language is the way we communicate. It is a basic factor of all human life and includes spoken and written words, signs, gestures, and even facial expressions. It is very complex!

4. Language Development Comprehension  Hear and differentiate between sounds  Recognize patterns of sounds, and attach meaning: WORDS  Use context, background knowledge, and prediction to comprehend complete messages Expression  Explore sounds until mastery occurs, generally the ability to imitate  Intentionally combine sounds to produce known oral symbols: WORDS  Produce complete messages through the combination of words in an expected way

5. Language Learning is Developmental Understand, Talk, Read

6. How Reading Supports Oral Language Development The ability to use words is preceded by one’s ability to understand them. We do this through listening. What many people don’t realize is that there is a vast difference between listening to oral language and written language.

7. How reading benefits oral language

8. Differences Between Oral and Written Language  Rate  Vocabulary  Endurance

9. Why do these Differences Matter? How does written language help?  Slower Rate  The slower rate of reading aloud provides more processing time  More varied and advanced topics and vocabulary terms  We generally talk about what is familiar: limited  We read about a variety of places, people, and experiences: unlimited  Ex: (experiences) a child in NC may not see a coliseum, but can read about them  Ex: (vocabulary) “unrequited”  Written words endure  This allows for the opportunity to think and talk about words without limit: memory and time are not factors.  We gain the opportunity for repetition, which aids in both memory and comprehension

10. More About Vocabulary  National Reading Panel (2000)  Vocabulary should be taught both directly and indirectly  Repetition and multiple exposures to vocabulary items are key  Learning in rich contexts is valuable for vocabulary learning  Vocabulary learning should entail active engagement in learning tasks  Dependency on a single vocabulary instructional method will not result in optimal learning  Exposure to a variety of texts covers all of this!

11. Word Exposure and Time Spent Reading Each Day  <1 minute: 8,000 words per year  4.6 minutes: 282,000 words per year  20 minutes: 1,800,000 words per year (Shaywitz, S. (2003). *Most adult conversations draw from a vocabulary bank of no more than 3,000 words

12. It Works Both Ways!

13. How Oral Language Supports Literacy  “… one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension” (Osborn & Hiebert, 2004)

14. How Vocabulary Supports Reading Comprehension  Vocabulary contributes to more accurate decoding of words when the printed form is unfamiliar (Ehri, 2002)  Ex: Asthma  “Children who acquire a substantial vocabulary are often able to think more deeply, express themselves better, and learn new things more quickly. They are also very likely to be successful not only learning to read, but also in reading at or above grade level throughout their school years.” (Canizares, S.)

15. Knowledge of vocabulary precedes comprehension  Decoding is never enough  Ex: Ellos estaban en el escenario  Background knowledge is essential  Ex: Unfortunately, a large air gap results in an unwelcome high reluctance in the magnetic circuit, and the field winding therefore needs as many turns and a high current to produce the desired flux density in the air-gap.

16. Even when our focus is on reading, language skills matter!! *Our job as parents and educators is to foster strong language and vocabulary skills EVERY step of the way.

17. The Language Gap  Children arrive in kindergarten with huge discrepancies in oral language development... and the gap between language-advanced and language-delayed children grows throughout the elementary school years. (Biemiller 2001)

18. What Can We Do?  Provide books of varied:  Topics  Genres  Lengths  Styles  The more choices each child has, the more opportunities s/he has to learn  More choices also increase the likelihood that children will develop a love of literacy

19. What Can We Do? (continued)  Read Aloud  Peruse the book before reading it aloud to your children or students.  Think about the words you want children to learn.  Read the book aloud with minimal interruptions the first time.  During the second reading interrupt your reading to explain the meaning of targeted words.  Be expressive!  Use voices, varied tone, and varied volume  Talk about what you’re reading with exceitement  Find real-life examples

20. Use Those New Words!  Once a child has been exposed to vocabulary in text, use it!  “Scrumptious” instead of delicious  “Exhausted” instead of “really tired”  “Be obedient” instead of, “Listen to your teacher”  Children are drawn to “big” words because they are fun to say and make them feel smart (the folks behind Sesame Street have known this for a long time)

21. Take-home Message 1. Language and literacy skills are strongly linked 2. Each aids in the development of the other 3. The best thing we can do is to provide exposure to both oral and written language

22. Questions?  Please feel free to email me at swhilby.bullock@lee.k12.nc.us

23. References  Biemiller, A. (2001). Teaching Vocabulary: Early, direct, and sequential. The American Educator, 25(1).  Canizares, Susan, “For the Love of Words." http://www.scholastic.com/browse/article.jsp?id=8100  Ehri, L.C. (2002). Phases of acquisition in learning to read words and implications for teaching. British Journal of Educational Psychology: Monograph Series, 1.  Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A.