Oral Language at School Entry: Dimensionality of Speaking and Listening Skills

Autor/inn/en	Massonnié, Jessica; Llaurado, Anna; Sumner, Emma; Dockrell, Julie E.
Titel	Oral Language at School Entry: Dimensionality of Speaking and Listening Skills
Quelle	In: Oxford Review of Education, 48 (2022) 6, S.743-766 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massonnié, Jessica) ORCID (Llaurado, Anna) ORCID (Sumner, Emma) ORCID (Dockrell, Julie E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2021.2013189
Schlagwörter	Foreign Countries; Oral Language; Language Skills; Elementary School Students; Phonology; Vocabulary; Grammar; Interpersonal Communication; Receptive Language; Expressive Language; Correlation; Age Differences; Young Children; Primary Education; United Kingdom (London); Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Fonologie; Wortschatz; Grammatik; Interpersonale Kommunikation; Rezeptive Kommunikationsfähigkeit; Korrelation; Age; Difference; Age difference; Altersunterschied; Frühe Kindheit; Primarbereich
Abstract	There has been a resurgence in concern about the levels of pupils' oral language skills at school entry. To support and develop these skills effectively an understanding of the key components of oral language is required. We examined the oral language skills of monolingual children in Reception (M[subscript Age] = 57.9 months; n = 126) and Year 1 (M[subscript Age] = 69.07; n = 124) classes in England. Children were recruited from schools that were representative of London primary schools and were assessed on measures designed to tap phonology, core language skills (vocabulary and grammar) and discourse skills, both in the receptive and expressive modalities. Using confirmatory factor analyses, we examined the associations between oral language skills by component and modality for each age group. Oral language was best represented by four dimensions in Reception (receptive core language skills, receptive discourse, expressive core language skills, and expressive discourse). By contrast in Year 1, three dimensions were identified, irrespective of modality: phonology, core language skills and discourse. Our data speak to the importance of capturing these dimensions in assessments and teaching and monitoring their development at school entry. The results also highlighted the foundational role of discourse skills at the start of school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01