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Proficiency in oral language has long been considered important by teachers for self-expression and for communicating ideas. Children who are learning to speak English catch on to the rules: first by grasping the early structures then those of medium difficulty and finally those of greater difficulty. Awareness of features that will allow a learner to master a wide range of structural knowledge about English sentences should help teachers develop more powerful language programmes. This book describes a technique for recording and assessing change in children's oral language development. It was developed for research studies of young children from three ethnic groups but has been widely used in New Zealand, Australia, Britain, and the United States. Experience has shown that Record of Oral Language helps practising teachers to observe and understand changes in young children's language. The book is directed towards teachers who wish to do this. Young children's control of English is assumed to increase gradually over most of their school years. The changes occurring can be monitored through the use of this Record of Oral Language and of another assessment called Biks and Gutches, which you will find in a companion volume. Teachers could judge from either or both of these assessments which children have made poor, average, or good progress. These techniques are appropriate: for children of four to seven years of age with English as a mother tongue for up to five years after children begin to learn English as another language. Performance on these tasks can be used to select children for more intensive attention to oral language learning or to check what changes have occurred in children's language as a result of particular instruction. Change over time can be an important indicator of whether a particular child will know how to learn more about language for themselves in the future.
This book provides a simple means of observing and recording a child's level of language performance, measuring progress, and isolating areas of difficulty. Any teacher concerned about observing children's language development will find the volume invaluable.
Biks and Gutches is an easy-to-administer-and-score task. It looks too simple to be very useful but with it we can easily predict which young children need extra help with learning English. Giving this assessment to individual children will help the teacher become a better judge of how a child's oral language is changing. The items can be used to evaluate whether a new teaching programme is having any effect. Change can be captured over two points in time. If the school has introduced some new or special instruction, Biks and Gutches can be used to evaluate its effectiveness. Results could point to the rate and kind of change that has occurred as a result of special attention. For children who speak a dialect of English the test can answer questions like this: Has the children's control over the rules for inflections of the standard dialect increased? Children usually learn and use both school and 'home' versions of English and they know when to use either version. Sometimes the nonstandard usage dominates, and this can have consequences for school assessments in standard English. Compare the test and retest scores to see the rates of change and any persistent problems. The items in Biks and Gutches were designed for the five- to seven-year-old age group but have been used successfully in research with children up to ten years old.
Focuses on the development of reading, writing, speaking and listening for children from birth to eight years.
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Written for specialists, leading teachers, graduates and academics, this in-depth study discusses the theories, questions and developments in early literacy intervention that have made Marie Clay a leader in this area.This thoughtful and challenging book allows people working in early intervention to draw on the success of others from around the world.
These papers deal with issues related to continuous entry to school, teaching reading to five-year-olds, cross-cultural comparisons, multilingual subgroups, the prevention of reading difficulties, an early intervention program, and the inservice training of teachers.