The compelling question
How can providing oral language experiences among students affect literacy?
Abstract
How can providing oral language experiences among students affect literacy? This question emerged from my daily work as a reading teacher in a Title 1 elementary school, the majority of whose students come from low socio-economic backgrounds. “Often preschool children from at-risk communities often do not acquire the high-quality oral language foundations that children from more affluent communities acquire” (Tracey & Morrow 2012). This gap translates into poor scores on literacy activities, assessments and evaluations. Students need adequate oral language and communication skills in today’s global society. The Partnership for 21st Century Skills, (2008), lists communication and interpersonal skills as one of the essential goals in its framework of skills for successful living in the 21st century. In addition, I based my inquiry on the Sociolinguistic Theory that stresses the role of language in reading ability.
To answer my compelling question, students in a Title 1 school who are considered slightly below average students were targeted. I worked with first, second, and third grade students and engaged them in conversation through literature and writing. I focused my study on comprehension, vocabulary and writing. My research included using web-based tools as a platform for improving communication skills as well as cooperative learning experiences. The findings of my inquiry indicate that modeling Standard English in discussions, using a dialogic reading method, giving students more time to talk about books and writing assignments with their peers, and using web-based tools can improve literacy performance. Research was hindered by lack of time and availability of students and space. Technology issues and students’ lack of experience with cooperative learning also prevented optimum learning circumstances; therefore, additional data is needed to definitively recommend my methods used as part of this project. |