Pathways to Reading: The Role of Oral Language in the Transition to Reading.

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Reading and Literacy Development Early Childhood Education and Development Language Development and Disorders

Abstract

What is the role of oral language in reading competence during the transition to school? Is oral language in preschool best conceptualized as vocabulary knowledge or as more comprehensive language including grammar, vocabulary, and semantics? These questions were examined longitudinally using 1,137 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Children were followed from age 3 through 3rd grade, and the results suggest that oral language conceptualized broadly plays both a direct and an indirect role in word recognition during the transition to school and serves as a better foundation for early reading skill than does vocabulary alone. Implications of these findings are discussed in terms of both theoretical models of early reading and practical implications for policy and assessment.

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References

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2005Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes 2010Speaking Out for Language 2013Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.2017Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex 2009

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