| A BRIDGE TO READING
AND WRITING LITERACY
Developing Oral Language Skills in Young Children
By Jan Jenner
What is a “literate” person?
Historically, reading and writing literacy has been defined in terms of
the following skills:
- reading and writing one’s own name;
- reading and writing (with understanding)a short,
simple statement about one’s life;
- reading the daily newspaper.
Today’s expectations, however, encompass
more than the ability to read, write, speak, and listen. These expectations
include use of oral and written language to make sense of the world and
to communicate, problem-solve, and participate in decision-making. The
foundation for these literacy skills is language and an understanding
of how language works.
At the White House Summit on Early Childhood Cognitive Development held
in July 2001, Dr. Patricia Kuhl of The Center for Mind, Brain, and Learning
at the University of Washington talked about her research on language
development in the infant brain. Field studies conducted in Japan, Russia,
Sweden, Finland, France, and the U.S. show that as infants get older,
they no longer respond to foreign languages. As Kuhl explains, “By
12 months of age, young infants are very focused on the patterns of their
own language . . . . They become more culture-bound, just like us. This
specialization is essential for language learning, and illustrates how
powerful early learning is” (from “Born To Learn: Language,
Reading, and the Brain of the Child,” available at www.ed.gov/PressReleases/07-2001/07262001-kuhl.html).
By the time they are 1 year of age, infants are familiar with many language
components, including sounds, sound combinations, and the tempo and cadence
of words and phrases. Children’s source of information about these
language components is their parents and caregivers.
A National Research Council report titled Preventing Reading Difficulties
in Young Children (available at www.nap.edu/html/prdyc/ch4.html)
describes studies that explore family factors that influence children’s
language and literacy development. These factors include parents’
beliefs, attitudes, and behaviors about reading, including answering children’s
questions, employing literacy concepts, responding to children’s
behavior toward print, providing reading material, and conducting language
activities with their children. Children whose parents sing or chant nursery
rhymes with them not only help children develop a positive view of reading,
but an understanding of sound patterns and what those patterns look like
in print. Because a child’s knowledge of oral language precedes
and forms the basis for knowledge of written language, it is vital that
those who work with young children be aware of and help develop children’s
oral language skills. (See the sidebar that accompanies this article for
more on how parents and caretakers can help young children develop skills
that promote reading and writing literacy.)
The Reading First initiative established a national imperative: all students
must read on grade level by grade 3. Research shows that there are tools
available to help us meet this challenge. It will take active partnerships
among researchers, schools, and families, however, if that goal is to
be attained.
Jan Jenner is a Reading Specialist
with the Pacific Regional Educational Laboratory. |