Reading and oral language development is related. “Reading does not take place in isolation; instead, a child develops simultaneously as a reader, listener, speaker, and writer” (Nagin, 2006, pp. 32). Pauline Gibbons in Scaffolding Language Scaffolding Learning (2002) claims that linguists argue that language is involved in almost everything we do, and whenever we use language there is a context, whether it’s a context of situation or culture. Oral language is developed in several ways. It is either context-embedded, everyday language, or context reduced, academic language (Gibbons, 2002). As a child acquires more grammar and vocabulary contexts, then the child’s reading, writing, and speaking capabilities increase.
Since reading is a process, readers go through a meta-cognitive step. Students are reading and at the same time trying to make sense out of what they are reading. In this part of the reading process, students are interpreting the text and using meaning making strategies they have learned to decode the text. If the language acquisition is well developed, then this meta-cognitive step for comprehension is easier, and vise verse.
References
Gibbons, Pauline. (2002). Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann.
Nagin, C. & National Writing Project. (2006). Because writing matters. San Francisco, CA. Jossey Bass.
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