Chapter 1. The developing language foundation for reading comprehension
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David K. Dickinson
Abstract
Oral language is a strong predictor of reading, but few studies have described the development of multiple strands of language ability from preschool through grade one. The development of vocabulary has been thoroughly examined, but few large studies have examined the emergence and interrelationships among vocabulary, syntax and extended discourse between preschool and grade one. This study describes the development of these three strands of language ability and changing patterns of interrelationships among them, with data from 356 African-American children from low-income homes in the United States. Data were collected at the beginning and end of preschool and the end of kindergarten and first grade. Constructs for vocabulary and extended discourse were closely related in preschool and kindergarten, with syntax being less related. By grade one all three constructs were more closely associated. Our results indicate that syntax may draw on linguistic and cognitive capacities that are different from vocabulary and extended discourse, but over time all language capabilities become more closely associated and mutually reinforcing. These findings further support the importance of educational approaches that foster all dimensions of language.
Abstract
Oral language is a strong predictor of reading, but few studies have described the development of multiple strands of language ability from preschool through grade one. The development of vocabulary has been thoroughly examined, but few large studies have examined the emergence and interrelationships among vocabulary, syntax and extended discourse between preschool and grade one. This study describes the development of these three strands of language ability and changing patterns of interrelationships among them, with data from 356 African-American children from low-income homes in the United States. Data were collected at the beginning and end of preschool and the end of kindergarten and first grade. Constructs for vocabulary and extended discourse were closely related in preschool and kindergarten, with syntax being less related. By grade one all three constructs were more closely associated. Our results indicate that syntax may draw on linguistic and cognitive capacities that are different from vocabulary and extended discourse, but over time all language capabilities become more closely associated and mutually reinforcing. These findings further support the importance of educational approaches that foster all dimensions of language.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- List of contributors xi
- About the authors xv
- Introduction to narrative, literacy and other skills 1
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Part I. The importance of oral narratives for literacy, language and socio-cognitive skills
- Chapter 1. The developing language foundation for reading comprehension 21
- Chapter 2. Storybooks to promote emergent literacy in kindergarten classrooms 43
- Chapter 3. Do children’s oral retellings of narrative and informational texts predict scores on a standardized reading comprehension test? 69
- Chapter 4. Does emotional narrative context influence retention of newly learned words? 91
- Chapter 5. Enhancing mental state language and emotion understanding of toddlers’ social cognition 109
- Chapter 6. The effects of bookreading with and without mental state themes on preschoolers’ theory of mind 129
- Chapter 7. Using narrative thinking in argumentative writing 151
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Part II. Promoting narrative skills
- Chapter 8. New frontiers in facilitating narrative skills in children and adolescents 173
- Chapter 9. Precursors of narrative abilities 201
- Chapter 10. Enriching parent-child discourse during book sharing 223
- Chapter 11. Investigating the effectiveness of the Our Story App to increase children’s narrative skills 245
- Chapter 12. Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children 263
- Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD 285
- Subject index 313
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- List of contributors xi
- About the authors xv
- Introduction to narrative, literacy and other skills 1
-
Part I. The importance of oral narratives for literacy, language and socio-cognitive skills
- Chapter 1. The developing language foundation for reading comprehension 21
- Chapter 2. Storybooks to promote emergent literacy in kindergarten classrooms 43
- Chapter 3. Do children’s oral retellings of narrative and informational texts predict scores on a standardized reading comprehension test? 69
- Chapter 4. Does emotional narrative context influence retention of newly learned words? 91
- Chapter 5. Enhancing mental state language and emotion understanding of toddlers’ social cognition 109
- Chapter 6. The effects of bookreading with and without mental state themes on preschoolers’ theory of mind 129
- Chapter 7. Using narrative thinking in argumentative writing 151
-
Part II. Promoting narrative skills
- Chapter 8. New frontiers in facilitating narrative skills in children and adolescents 173
- Chapter 9. Precursors of narrative abilities 201
- Chapter 10. Enriching parent-child discourse during book sharing 223
- Chapter 11. Investigating the effectiveness of the Our Story App to increase children’s narrative skills 245
- Chapter 12. Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children 263
- Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD 285
- Subject index 313
