Common Core Standard For English Language Arts (Page 26 of 43) in pdf

Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS

speaking and Listening

the special role of speaking and Listening in K–5 Literacy

If literacy levels are to improve, the aims of the English language arts classroom, especially in the earliest grades, must

include oral language in a purposeful, systematic way, in part because it helps students master the printed word. Be-

sides having intrinsic value as modes of communication, listening and speaking are necessary prerequisites of reading

and writing (Fromkin, Rodman, & Hyams, 2006; Hulit, Howard, & Fahey, 2010; Pence & Justice, 2007; Stuart, Wright,

Grigor, & Howey, 2002). The interrelationship between oral and written language is illustrated in the table below, using

the distinction linguists make between receptive language (language that is heard, processed, and understood by an

individual) and expressive language (language that is generated and produced by an individual).

Figure 14: Receptive and Expressive Oral and Written Language

Receptive Language

Expressive Language

Oral

Listening

Speaking

Language

Writing

Written

Reading

(handwriting, spelling,

Language

(decoding + comprehension)

written composition)

Oral language development precedes and is the foundation for written language development; in other words, oral

language is primary and written language builds on it. Children’s oral language competence is strongly predictive of

their facility in learning to read and write: listening and speaking vocabulary and even mastery of syntax set boundar-

ies as to what children can read and understand no matter how well they can decode (Catts, Adolf, & Weismer, 2006;

Hart & Risley, 1995; Hoover & Gough, 1990: Snow, Burns, & Griffin, 1998).

For children in preschool and the early grades, receptive and expressive abilities do not develop simultaneously or at

the same pace: receptive language generally precedes expressive language. Children need to be able to understand

words before they can produce and use them.

Oral language is particularly important for the youngest students. Hart and Risley (1995), who studied young children

in the context of their early family life and then at school, found that the total number of words children had heard

as preschoolers predicted how many words they understood and how fast they could learn new words in kindergar-

ten. Preschoolers who had heard more words had larger vocabularies once in kindergarten. Furthermore, when the

students were in grade 3, their early language competence from the preschool years still accurately predicted their

language and reading comprehension. The preschoolers who had heard more words, and subsequently had learned

more words orally, were better readers. In short, early language advantage persists and manifests itself in higher lev-

els of literacy. A meta-analysis by Sticht and James (1984) indicates that the importance of oral language extends well

beyond the earliest grades. As illustrated in the graphic below, Sticht and James found evidence strongly suggesting

that children’s listening comprehension outpaces reading comprehension until the middle school years (grades 6–8).

Figure 15: Listening and Reading Comprehension, by Age

Common Core Standard For English Language Arts Page 26