The ability to analyze and synthesize the sounds of spoken language is an essential skill for children learning to read and write. Pauline Gibbons says in her book Scaffolding Language Scaffolding Learning, "The development of the spoken forms of language are essential for second language learners as a bridge to the more academic language associated with learning in school, and with the development of literacy" (2002, p. 14). Instruction in phonemic awareness and the understanding of oral language improves word recognition, spelling, and reading comprehension. Problems with spoken language often predict future difficulties in learning to read, as well as in other academic areas. We must prepare our students with a foundation of strong oral language skills so that their path in learning to read and comprehend is a smooth path.
References
Gibbons, P. (2002) Scaffolding language scaffolding learning: Teaching second language learners in
the mainstream classroom. Portsmouth, New Hampshire: Heinemann.
the mainstream classroom. Portsmouth, New Hampshire: Heinemann.
Mary, I definitely agree with you when you say that problems in spoken language are often a predictor of other academic problems. I believe, like you said, that we must prepare our students so that they can be successful in literacy and that it is a smooth journey for them. The problem that I sometimes encounter is how to prepare these students to make sure that everything is connecting for them when there are so many "holes" in their learning. I believe it is crucial, at every stage in an ELL student's development that we completely teach the oral language piece so that the reading process is a natural journey for them when they are ready.
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