![]() When a child can understand language equally well whether presented in print or speech, the distinction between listening and reading comprehension ceases to be important. There is considerable evidence that for the majority of children, comprehension of printed language continues to lag behind comprehension of spoken language well past 3rd grade (Sticht & James, 1984). At this point, the child's level of reading comprehension is obviously far below her listening comprehension. Reading comprehension typically begins to develop in kindergarten or 1st grade. The listening comprehension of the average child begins to develop around 12 months of age and continues to grow long after grade 6. Although not all differences in language are due to differences in opportunity and learning, schools could do much more than they do now to foster the language development of less-advantaged children and children for whom English is a second language. If we are to increase children's ability to profit from education, we will have to enrich their oral language development during the early years of schooling. Thus, early delays in oral language come to be reflected in low levels of reading comprehension, leading to low levels of academic success.The available evidence does not suggest a substantial "catching-up" process, but rather a continuing slippage relative to those with average and above-average achievement. In the upper elementary grades, those who enter 4th grade with significant vocabulary deficits show increasing problems with reading comprehension, even if they have good reading (word identification) skills.† Because the level of language used is often limited to what the children can read and write, there are few opportunities for language development in primary classes. Current school practices typically have little effect on oral language development during the primary years. ![]() Some of this difference is attributable to cumulative vocabulary deficits in less advanced children. By grade 3, advanced children's comprehension is equivalent to that of average children in grade 4, while slower-progressing children are similar to average 2nd-graders or even younger children. ![]() However, the gap between children with advanced language and children with restricted language grows wider during the elementary years. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |