Oral Discourse in the Preschool Years and Later Literacy Skills

Griffin, Terri M.; Hemphill, Lowry; Camp, Linda; Wolf, Dennie Palmer

doi:10.1177/0142723704042369

Cited by 320 publications

(246 citation statements)

References 32 publications

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“…The redundant role of spelling accuracy and grammatical awareness in composition writing quality as well as the failure of the overall regression model to explain any reliable variance in composition writing-structure are surprising but have been reported before (Berninger, et al, 1992;Griffin, et al, 2004). We discuss the possible reasons for these findings in the next section.…”

Section: Predictors Of Composition Writing Quality: Content and Organmentioning

confidence: 91%

“…For instance, several studies have failed to find any reliable relationship between children's grammatical skills (or oral language skills) and the structural quality of their written compositions (Berninger, et al, 1992;Griffin, Hemphill, Camp, & Wolf, 2004;Mackie & Dockrell, 2004). Likewise, some studies have failed to find any reliable relationships between children's writing fluency and writing quality (Fey, et al, 2004).…”

Section: Composition Writingmentioning

confidence: 99%

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Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

2009

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The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions. Likewise, our current understanding of the component processes of early narrative writing skills in consistent orthographies is very limited. Three central processing skills have been identified to underlie the early composition writing skills of children. These are the transcription (e.g., handwriting and spelling), verbal memory (e.g., short term memory and working memory), and text generation (e.g., oral language skills such as grammar and vocabulary) (Berninger, 1999;McCutchen, 2000). However, as the research evidence almost 4 exclusively comes from studies conducted in English, we do not know the relative importance of these processing skills in consistent writing systems.The present study seeks to address these issues and has two primary aims. First, to investigate the relative role of grammatical awareness, phonological awareness, and RAN in reading and spelling; second, to investigate the role of the three central component processes

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Section: Predictors Of Composition Writing Quality: Content and Organmentioning

confidence: 91%

Section: Composition Writingmentioning

confidence: 99%

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

2009

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“…We (that is, myself and the research team) are working with children in kindergarten and over time, at school (the children are aged between 3-6 years and will transition from kindergarten to school during the three years of the study). Storytelling is of interest to us because we understand young children's oral vocabulary and narratives to be related to their later literacy performance in the middle childhood years (Griffin, Hemphill, Camp, & Wolf, 2004;Reese, Suggate, Long, & Schaughency, 2010), but also because storytelling and narrative competence are valuable in their own right for engaging in cognitive shifts about real and imagined social worlds and one's places within them (Early & Norton, 2012;Goodwin, 2015). The project is working in two New Zealand sites, one in the South Island and one Brought to you by | MIT Libraries Authenticated Download Date | 5/10/18 6:05 PM 1 0 9 in the North Island.…”

Section: Exploring Children's Narrative Competence and Teachers' Suppmentioning

confidence: 99%

Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned?

Gunn

2015

Journal of Pedagogy

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This article draws from experiences in an ongoing study of children's narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children's rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.

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“…There is also research that proposes reading comprehension is facilitated when materials contain high-frequency syntax patterns from children's oral language (Eskey, 1986;Griffin, Hemphill, Camp & Wolf, 2004;Snow et al, 1998). In addition, these studies allude to the possibility that a beginning reader's experience with spoken discourse may be insufficient to support the effective processing and comprehension of written texts.…”

Section: Syntactic Competencementioning

confidence: 99%

Assessing Language for Literacy: A Microanalysis of Children’s Vocabulary, Syntax and Narrative Grammar

Scull¹

2012

IES

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This paper examines the oral language resources that enhance children's reading and comprehension processes. Using data from a study of 16 children, the microanalysis of the three more successful readers, identified salient factors from the individual children's learning profiles that were observed as associated with their positive comprehension outcomes. The results indicate vocabulary knowledge, syntactic competence and an understanding of narrative grammar as important to the concurrent development of children's oral language abilities commensurate with text reading. The study emphasises the facilitative role of oral language to early reading acquisition processes, the need for teachers' detailed knowledge of children's oral language competencies and improved access to assessment tools that capture a range of complex language skills to inform classroom practice.

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Oral Discourse in the Preschool Years and Later Literacy Skills

Cited by 320 publications

References 32 publications

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned?

Assessing Language for Literacy: A Microanalysis of Children’s Vocabulary, Syntax and Narrative Grammar

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