Research Bases for Oral Language Instruction

1972 ◽  
Vol 61 (8) ◽  
pp. 1253
Author(s):  
Charles Suhor ◽  
Thomas Horn
Keyword(s):  
Oral Language ◽  
Language Instruction ◽  
Oral Language Instruction

Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes

2018 ◽  
Vol 49 (3) ◽  
pp. 569-581 ◽  
Author(s):  
Trina D. Spencer ◽  
Douglas B. Petersen
Keyword(s):  
Oral Language ◽  
Internal Validity ◽  
Language Instruction ◽  
Written Language ◽  
Oral Narrative ◽  
Causal Connection ◽  
Written Narratives ◽  
Baseline Design ◽  
School Day ◽  
Oral Language Instruction

Purpose Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills. Method Following multiple baseline design conventions to minimize threats to internal validity, 3 groups of 1st-grade students were exposed to staggered baseline, intervention, and maintenance conditions. During the intervention condition, groups received 6 sessions of small-group oral narrative instruction over 2 weeks. Separated in the school day from the instruction, students wrote their own stories, forming the dependent variable across baseline, intervention, and maintenance conditions. Written stories were analyzed for story structure and language complexity using a narrative scoring flow chart based on current academic standards. Results Corresponding to the onset of oral narrative instruction, all but 1 student showed meaningful improvements in story writing. All 4 students, for whom improvements were observed and maintenance data were available, continued to produce written narratives above baseline levels once the instruction was withdrawn. Conclusions Results suggest that narrative instruction delivered exclusively in an oral modality had a positive effect on students' writing. Implications include the efficiency and inclusiveness of oral language instruction to improve writing quality, especially for young students.

A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction

NHSA Dialog ◽  
2011 ◽  
Vol 14 (4) ◽  
pp. 229-245 ◽  
Author(s):  
Mary Abbott ◽  
Jane Atwater ◽  
Younwoo Lee ◽  
Liesl Edwards
Keyword(s):  
Oral Language ◽  
Language Instruction ◽  
Data Driven ◽  
Oral Language Instruction

Integrated Spoken and Written English Instruction for the Hearing-Impaired Student

1983 ◽  
Vol 48 (4) ◽  
pp. 415-422 ◽  
Author(s):  
Jacquelyn F. Kelly ◽  
Robert L. Whitehead
Keyword(s):  
Oral Language ◽  
Speech Intelligibility ◽  
Language Instruction ◽  
Hearing Impaired ◽  
Control Group ◽  
Integrated Instruction ◽  
Spoken English ◽  
Oral Expression ◽  
English Instruction ◽  
Experimental Group

This study was designed to investigate the effect of integrated instruction in both spoken and written English on oral expression of hearing-impaired persons. Twenty-five hearing-impaired young adults were enrolled in English courses that focused on reading and writing skills only (control group) or on reading, writing, and complementary oral language instruction (experimental group). The experimental group demonstrated significant improvement in grammatical correctness of spoken English and in speech intelligibility, while the control group failed to demonstrate a significant improvement in these areas.

scholarly journals Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285841989788
Author(s):  
Trina D. Spencer ◽  
Meghan Moran ◽  
Marilyn S. Thompson ◽  
Douglas B. Petersen ◽  
M. Adelaida Restrepo
Keyword(s):  
Treatment Group ◽  
Oral Language ◽  
Dual Language ◽  
Language Instruction ◽  
Tier 2 ◽  
School Year ◽  
Group Lessons ◽  
Oral Language Skills ◽  
Tier 2 Intervention ◽  
Cluster Randomized

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children’s oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large-group lessons in English to the whole class twice per week. For a Tier 2 intervention, the teachers delivered small-group lessons 4 days a week, alternating the language of intervention daily (first Spanish, then English). Group posttest differences were statistically significant, with moderate to large effect sizes favoring the treatment group on all the English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary) and a distal measure of language comprehension.

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