Sentences with phrase «of oral vocabulary»

When learning to read, children have a much more difficult time learning to read words that are not already a part of their oral vocabulary.

Beginning readers have a more difficult time reading words that are not part of their oral vocabulary.

Since then, we have turned our attention to kindergarten and first - grade materials, focusing on the four most commonly used core curricula, to examine the breadth and depth of oral vocabulary instruction — the pedagogical features of instruction and how these features might align with research - based evidence on vocabulary development.

Taken collectively, the five principles of oral vocabulary development, in effect, highlight an approach that is designed to help children unlock the complexities of texts that we see throughout the CCSS.

George Farkas and Kurt Beron, «The Detailed Age Trajectory of Oral Vocabulary Knowledge: Differences by Class and Race,» Social Science Research 33 (2004): 464 — 497.

Not exact matches

Topics included vocabulary and abbreviations, trade math, fractions, decimals, percentages, geometry, bill of materials (the list of raw goods needed to make a product) and oral communication.

However, this fun activity will give your child that special feeling of having a job to do while building vocabulary and oral language skills.

Sharing this book with your child will expose her to many new vocabulary words, which is important for the development of oral language.

Current events discussions offer ample opportunity for skill building (e.g. vocabulary development, reading and writing informational and analytical text, oral expression, critical analysis — all part of the ELA Common Core Learning Standards).

With her collaborator Mariela Paez, associate professor at Boston College, Uccelli examined the development of vocabulary and oral narrative skills among a group of 24 bilingual (Spanish / English) children living in communities in Massachusetts and Maryland.

A Randomized Experiment of a Mixed - Methods Literacy Intervention for Struggling Readers in Grades 4 - 6: Effects on Word Reading Efficiency, Reading Comprehension and Vocabulary, and Oral Reading Fluency.

Here's just one example: After almost a year in Head Start (with an average cost of about $ 7,700 in 2005), children were able to name only about two more letters than their non — Head Start counterparts, and they did not show any significant gains on much more important measures, such as early math learning, vocabulary, oral comprehension (more indicative of later reading comprehension), motivation to learn, or social competencies, including the ability to interact with peers and teachers.

For young children with a familial risk of dyslexia, «it's not just that home literacy gives you a very important basis for learning to read — oral comprehension, vocabulary, etc..

Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary.

Text to give students an example of production on the topic of «my town» with 4 exercises: reading comprehension, vocabulary, translation and written / oral production.

Created by and for teachers using the highest - quality research, these courses offer in - class demonstrations for developing oral language, academic vocabulary, knowledge of the world, and pre-literacy skills.

Additionally, students would record their voices and provide their classmates with a visual, written, and oral explanation of their vocabulary word.

Concurrent with the study reported here, we collected a wide range of data on over 200 preschool children (e.g., oral vocabulary, visual memory).

Each set of notes includes detailed comprehension and vocabulary instructional sequences, oral language and writing activities, and two reproducible pages for independent follow - up work.

English Language Arts, Balanced Literacy, Creative Writing, Writing - Expository, Reading, Grammar, Spelling, Vocabulary, Specialty, Math, Applied Math, Arithmetic, Basic Operations, Fractions, Geometry, Graphing, Measurement, Numbers, Order of Operations, Science, Earth Sciences, Environment, Social Studies - History, Ancient History, World Language, Spanish, Arts & Music, Graphic Arts, Special Education, EFL - ESL - ELD, Health, Other (Specialty), ELA Test Prep, Math Test Prep, Geography, Other (Social Studies - History), Other (ELA), Life Skills, Religion, Gifted and Talented, Critical Thinking, For All Subject Areas, Literature, Classroom Management, Professional Development, Business, School Counseling, Character Education, Word Problems, Cooking, Short Stories, Writing, Oral Communication, Child Care, Reading Strategies, Writing - Essays, Holidays / Seasonal, Back to School, Thanksgiving, Christmas / Chanukah / Kwanzaa, Poetry, Autumn, Mental Math, Halloween, Winter, The New Year, Valentine's Day, Presidents» Day, Decimals, St. Patrick's Day, Easter, Spring, Place Value, Tools for Common Core, For All Subjects, Summer, Informational Text, End of Year, Phonics, Close Reading, Classroom Community

They build their vocabulary, acquire conceptual knowledge, learn about letter - sound relationships and the relationship between oral and written language, and practice the skills necessary to become automatic and fluent readers who can tackle the more specialized and technical texts of secondary reading (Chall, 1983; Chall & Jacobs, 1996; Jacobs, 2000).

By the end of high school, one estimate is that college - ready students will need to acquire about 80,000 words.17 This means that we should immerse students for extended periods in oral and written vocabulary experiences throughout their instructional years.

Rather, to improve children's oral vocabulary development, teachers will need to augment the read - aloud experience with more intentional strategies that require children to process words at deeper levels of understanding.

And our efforts to enhance the ability of all children to communicate in academic language and academic thinking through oral vocabulary development must begin early.

But first, we dispel some of the common myths about oral vocabulary development, which have often led to a lack of attention for this important topic in school instruction.

Tanya S. Wright and Susan B. Neuman, «Paucity and Disparity in Kindergarten Oral Vocabulary Instruction,» Journal of Literacy Research (forthcoming).

Within this approach, students learn the basic building blocks of literacy as they develop critical language skills through exposure to both oral and academic vocabulary.

Given that most oral vocabulary development grows from a massive immersion in the world of language, there is not a moment to waste.

Nevertheless, recent studies have begun to question whether incidental instruction through book reading may be substantial enough to significantly boost children's oral vocabulary development.19 Several meta - analyses, for example, have reported only small to moderate effects of book reading on vocabulary development.20 One group of researchers examined the added benefits of dialogic reading, an interactive reading strategy, on children's vocabulary growth and reported only modest gains for 2 - to 3 - year - olds.21 Further, these effects were reduced to negligible levels when children were 4 to 5 years old or when they were at risk for language and literacy impairments.

Through reading, talking, and writing about reading, English language learners will extend their knowledge of the structure of English and expand oral vocabulary.

Eighth grade English is a year for students to fine tune and expand on skills introduced in seventh grade, specifically expository and creative writing, discussion and oral presentation, critical reading, and the use of more advanced vocabulary and grammar.

For example, when one engages in an activity of a certain KS in a certain context (like categorizing different types of trees) particular linguistic features associated with that KS are used: vocabulary in relation to types of trees (deciduous, coniferous), syntactic structures signaling taxonomic or part - whole relations (Y is a type of...), and discourse devices that connect sentences together to make the whole text — oral or written — coherent in expressing the content meaning of how trees are categorized.

Evidence that the presence of orthography facilitates oral vocabulary learning in children with specific language impairment (SLI), children with autism spectrum disorders (ASD) and typically developing children (controls), from Ricketts et al. (2015)

A targeted intervention program, Elements of Reading * builds the broad oral vocabulary essential for future reading proficiency using authentic read - aloud literature.

A combination of visual, oral, and cognitive reinforcement helps English language learners acquire new vocabulary and concept meaning.

• Using real - world topics to jump - start discussions and debates in the classroom • Encouraging students to incorporate text - based evidence in their oral arguments • Learning and mastering academic vocabulary through first - person use • Empowering students of all ability levels to participate in grade - level discussions

For the category of word attack and word meaning, seven different types were reported, including phonics (29 %), vocabulary (22 %), sight words (19 %), tests (12 %), oral reading (9 %), spelling (5 %), and work samples (5 %).

Areas to be assessed, in depth, by a team of individuals include the following: phonological awareness, phonological or language - based memory, rapid automatic naming, receptive vocabulary, phonics skills, decoding / encoding real and pseudo-words, oral reading fluency, writing at the sentence and paragraph level.

The eight sub-skills of reading assessed by DORA are: high - frequency words, word recognition, phonics, phonemic awareness, oral vocabulary, spelling, reading comprehension, and fluency.

These are two of the best ways to expand vocabulary and oral expression skills.

The larger the reader's vocabulary (either oral or print), the easier it is to make sense of the text.

Choosing Words Vocabulary instruction should focus on words that are «likely to appear in a wide variety of texts and in the written and oral language of mature language users» (Beck, McKeown, & Kucan, 2002, p. 16).

In both the look - say approach to learning sight vocabulary and its analytic approach to phonics, whether the unit of focus is a word or a letter, the basic task for the student is to translate from the written to the oral code.

Such a low - level emphasis fails to challenge high - ability learners who have mastered the fundamental reading skills and are ready for high - level applications of those skills in critical reading, expository writing, oral communication, linguistic and vocabulary development, and foreign language (VanTassel - Baska, 1996).

Children's oral vocabulary — their knowledge of the sounds and meanings of words — is strongly positively associated with their reading all the way through school.

They demonstrate their skills — oral language, vocabulary use and comprehension, listening skills, spatial awareness, cooperation, empathy, numerical competency, and knowledge of the locations of body parts.