Students may not come to school able to read but most students have developed oral language. Typically, students' vocabulary is based on what is needed to communicate in their home and the world around them. Not all students, however, are exposed to a wide range of books and academic vocabulary necessary to be successful in the classroom. Developing a strong foundation in oral language is a prerequisite to learning to read.
Students from families with low incomes and students speaking a first language other than, English, enter school with many challenges, putting them even further behind their native English speaking peers. Research by Hart and Risley has indicated that the size of a three-year-old's vocabulary is a strong predictor of comprehension and reading ability at the end of third grade (Hart and Risley 2003). This presents a dilemma for early childhood educators, as well as upper elementary teachers. Many teachers at the third grade level at my school state that third grade is where the gap becomes "huge" for learners who begin their academic careers behind.
Early intervention is key and immersion in books at home prior to coming to school is essential. Many of our students from disadvantaged homes, are not exposed to the experiences necessary to develop vocabulary and we must be intentional and explicit in vocabulary instruction. Academic vocabulary should be explicitly taught and students must be provided the opportunity to use it on multiple occasions. Students' background knowledge must be developed in order to improve oral language, thus improving comprehension. Language learning for ELL's in particular, needs to be scaffolded in order to develop vocabulary. Comprehensible input which relates language to concrete experiences, is essential, particularly in teaching of academic language which can be a challenge for ELL's. The teacher's role is critical in this context. As Gibbons points out, "students must 'learn' the language before they use it (Gibbons 2002).
I agree that there is a dilemma for early childhood educators when it comes to English Language Learners and children who have not been exposed to good oral language. The gap does become HUGE in third and fourth grade, which is what I often tell parents when they are considering whether or not their child is ready to enter school. Early intervention is the key and reading to and with children is essential at home and at school.
ReplyDeleteYou have a perspective that not all have because of your current position. I appreciate your thoughts and experience.
Oral language is so important. If a child is strong in speaking any language the chances of them acquiring a second language are much better. Once again good modeling and scaffolding skills will develop much better reading skills.
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