Essay Sample on Effects of Oral Language

Introduction

Oral language development among children affects their subject mastery, decoding, and writing expressions. Some children take longer to learn and develop verbal language skills that facilitate further learning and integration with their surroundings. Raymond is one example of such students. He has challenges in mastering comprehension skills and identifying rhyming words. Despite Raymond's learning challenges, proper learning aid, student-centered teaching strategies, and support from teachers and parents can help Raymond to overcome his troubles eventually.

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How Oral Language Affects Decoding, Reading Comprehension, and Written Expression

Oral language affects decoding in such a way that a child must be able to identify how written word relates to spoken language. In this case, a child must be able to recognize various oral language components and patterns such as syllable construction, phonics patterns, morphology, and pragmatics, to decode a given set of words (Carretti, Motta, & Re, 2016). The extent to which a child comprehends the above elements determines their ability to decipher meaning from printed words. Therefore, if a child-in this case, Raymond-has problems in identifying various alphabets and syllable, he or she cannot decode a print media.

Secondly, oral language components such as vocabulary and phonics affect a child's comprehension of reading material. In this case, oral language aids in the development of vocabulary concepts, which enable children to acquire pronunciation and meaning of different words (Carretti et al., 2016). Children gain the ability by understanding and speaking other's speech. Notably, children with poor oral skills have reading challenges compared to their peers. Thirdly, oral language affects written expression at the word, subword, text, and sentence levels (Berninger, Abbott, Cook, & Nagy, 2017). For example, is a child has problems with grammar, his or her sentence structure will be filled with grammatical errors that affect subject delivery.

Two Communicative Strategies That Can Be Used To Develop Raymond’s Reading Skills

Parents and teachers play a critical role in enhancing the development of oral language skills in elementary children. They can utilize communication strategies such as treating their children as conversationalists. In this case, Raymond's parents can listen to his speech and respond with appropriate answers and thoughts, which are grammatically correct. The situation encourages the child to engage in more dialogue (Berninger et al., 2017). In the process, a Raymond will gather vocabulary words, which will enable him to decipher meaning from print information.

Additionally, they can read books with him repeatedly. Notably, children learn through experience and repetition; hence guiding them through a text frequently enables them to develop learning strategies and foster good memory. Secondly, Raymond's parents can help him build his language skills by pointing out mistakes in his speech, while he pronounces the letters p and d. For instance, a parent listens and corrects grammar errors. In the process, a child learns how to organize words correctly at a younger age (Berninger et al., 2017). The phenomenon enhances decoding and comprehension since a child acquires grammar and vocabulary skills.

Two Communicative Strategies That Can Be Used To Develop Raymond’s Written Expression Skills

Helping a child to identify the relationship between writing and speech is one example of a communicative strategy that can be used to enhance Raymond's writing skills. Notably, if a child recognizes the meaning and spelling of words, it becomes easier for them to transfer the knowledge into writing (Dockrell, & Connelly, 2009). In this case, Raymond's teacher and parents should aid him in identifying how spoken words can be coded into print form. Secondly, the parents can create worksheets for Raymond to help him in mastering excellent writing skills. Sheets allow children to trace words and letters. For example, a parent can write out words and letters, place another translucent paper on top, and instruct their children to trace the words. The situation will allow Raymond to read out words and learn how to write as he traces them.

Two Examples of Assistive Technology that could be used to Support the Development of Raymond's Reading and Writing Skills

A text-to-speech (TTS) tool allows children to hear the pronunciation of a word and see how it is written at the same time. Raymond can utilize the device to identify how to decode various written words since the TTS enhances his oral language ability (Hasselbring & Bausch, 2005). Secondly, he can utilize an annotation tool, which will enable him to take notes and write while he is reading (Hasselbring & Bausch, 2005). In this case, Raymond will be able to identify the distinction between letters 'b' and 'd' as he writes. The tool will facilitate his writing skills and promote his memory by retaining information.

Conclusion

Overall, oral language has a significant impact on a child's learning. It affects reading comprehension, writing expression and memory. Human beings are unique and diversified in such a way that people possess specific cognitive competence. As a result, people comprehend subjects and differently concerning their abilities. Therefore, it is incumbent on parents and teachers to facilitate their children's educational growth accordingly.

References

Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of learning disabilities, 50(4), 434-449.

Carretti, B., Motta, E., & Re, A. M. (2016). Oral and written expression in children with reading comprehension difficulties. Journal of learning disabilities, 49(1), 65-76.

Dockrell, J. E., & Connelly, V. (2009). The impact of oral language skills on the production of written text. In BJEP Monograph Series II, Number 6-Teaching and Learning Writing, 45(62), 45-62.

Hasselbring, T. S., & Bausch, M. E. (2005). Assistive technologies for reading. Educational Leadership, 63(4), 72.