Sentences with phrase «oral language experiences»

appealing to the child's oral language experience by encouraging fast reading of familiar texts and encouraging intonation.

Not exact matches

In our new aims of education for the 1980's and beyond, therefore, we shall have to dedicate ourselves to bringing back, among other things, the civilized use of language (both written and oral), a sensitivity to beauty, powers of analytical reasoning, the intellectual vision of ourselves as historical creatures, the ability to cognitively articulate ideas rather than let communication skills courses degenerate into merely «touchie - feelie» experiences of «affirming the other,» and finally, a sensitivity to the nuances, complexities, and ambiguities of meanings.7 In this way, and only in this way, our educational system will equip its students for the future with an intellectual vision comprised of both knowledge and foresightful adaptability to environmental changes.

Children typically enter school with a wide range of background knowledge and oral - language ability, attributable in part to factors such as children's experiences in the home and their socioeconomic status.

Reading Roots provides rich literature experiences, extensive oral - language development, and thematically focused writing instruction.

Children in preschool and kindergarten develop their comprehension skills through experiences that promote oral and written language skills, such as discussions, play activities, retellings, and emergent readings.

We suggest that focusing the first reception year on developing children's oral language abilities may help to attenuate the attainment gaps experienced by younger children.

Discussion of constructivist learning theory in relation to literacy is followed by an overview of the foundation experiences young children need for oral and written language acquisition.

Most vocabulary is learned indirectly «through everyday experiences with oral and written language.»

Oral Language Uses Some children arrive at school already familiar with the use of language in a decontextualized manner, that is, dissociated from shared experience and dependent on precise linguistic formulations (Cummins, 1981; Olson & Nickerson, 1978; Wells, 1981).

• Well versed in providing system - wide foreign language translation services to facilitate communication • Able to adhere to interpretation standards and conforming to the code of ethics • Hands on experience in providing both written and oral translation and interpretation services between parties

«Instead of having the much needed time to further develop their oral language development, self - regulatory skills and social emotional maturity through the much needed play experiences that pre schooling has previously provided, their attention is pushed towards formal literacy and numeracy training.

Instead, we should spend education dollars on early childhood programs and family interventions that ensure that all students have the oral language skills, pre-literacy behaviors, and educational experiences to enable them to read fluently by the end of third grade.