Oral Language, the Original Foundational Reading Skill

Presenter:

Maryellen Rooney Moreau, MEd. CCC-SLP

Oral Language, the Original Foundational

Reading Skill

Massachusetts

Branch

• The full presentation is available on my website.

• Go to this link for the presentation:

– http://mindwingconcepts.com/presentations.htm

9746 • www.mindwingconcepts.com

If you are interested in the

slides in the presentation,

• www.mindwingconcepts.com

Reading, Writing and Speech

Problems in Children:

A Presentation of Certain Types

of Disorders in the Development

of the Language Faculty

- Samuel Orton

UMASS & PENN State

School-Based Speech

Language Pathologist in the Hartford

Public Schools

Assistant Principal in

Hartford

Assistant Professor at American

International College (AIC)

Diagnostician at the Curtis Blake Child

Development Center

Coordinator of

Intervention Curriculum

and Professional Development at the Curtis Blake Day

School

Created & Patented the Story Grammar

Marker®

Founded MindWingConcepts,

Travels throughout North America training

educators, getting SGM® into the hands of

millions of children world-wide

40 Years?!

Career Timeline – And What is Beneath the Timeline

Children who do not develop strong oral language skills during

preschool, will fall behind even before they start school.

Hart & Risley, 2003

Snow, Burns & Griffin, 1998

Teachers who are aware of oral language development will be more

effective in raising children’s oral language development to new and

higher levels as the children progress through school and the demands

for oral communication increase.

Snow, Griffin & Burns, 2005

National Early Literacy Panel report (NELP, 2008) showed that children

need to learn the building blocks of oral language foundations for and

beyond the alphabetic code. Higher level oral language skills develop

long before a child learns to read.

COLLEGE AND CAREER

Building Blocks of Oral Language

Without “discourse” there is no efficient connection between

language development and literacy.

COLLEGE AND CAREER

Discourse Level of Oral Language

It’s About Helping Students Develop “Communicative Competence”

Putting together words, phrases, and sentences to create

conversations, speeches, email messages, articles and books.

www.mindwingconcepts.com

Strands of Oral Language

Pragmatics

Phonology

Semantics

Syntax & Morphology

Discourse

Metalinguistics

PRAGMATICS

Social Uses of Language

PHONOLOGY

The Sound System

SEMANTICS

Meaning

SYNTAX and MORPHOLOGY

From Simple to Complex Sentences

DISCOURSE

Spoken and Written Communication

METALINGUISTICS

The Conscious Awareness of Language

What is literate oral language?It is the combination of:

Macro-structure

The overall organization of a narrative (story) or

expository text (information) selection

Micro-structure

The linguistic complexity of sentences that

make up the macro-structure

Elements of micro-structure connect

Two broad classes of language skills

have been identified as important for

later reading performance (literacy):

Code related skills:

• Phonological Awareness,

• Letter naming,

• Decoding,

• Emergent writing…

Oral language processes:

• The skill sets of vocabulary (receptive and expressive);

• Syntactic knowledge

• Semantic (schema/script) knowledge, and

• Narrative discourse processes (memory, comprehension

and storytelling).

NICHD Early Child Care Research Network (2005). Pathways to Reading: The Role of Oral Language in the Transition to Reading. Developmental Psychology,

“Broad Oral Language Skills should be an

integral part of reading instruction

beginning in preschool and throughout

elementary school.”

“If comprehensive language skills directly feed

nascent reading, then interventions and

assessments that focus only on phonemic

awareness and vocabulary development will

prove too narrow to support later academic

achievement…”

Storch, S. & Whitehurst, G. (2002). Oral language and code-related precursors to

“Narratives offer opportunities to support

language use, emotional expression and

social cognition in an integrated social and

academic context.”

Carol Westby in Way, et. al. (2007). Understanding alexithymia and language skills in children: implications for assessment and

intervention. LSHSS, 38, 128-139.

“Children’s narrative abilities have been

measured by tasks requiring recalling details

from stories, retelling stories, and generating

stories. Performance on all three of these

tasks has been prospectively linked to

reading ability.”

(Benson, 2009, p. 176).

“We dream, remember,

anticipate, hope, despair, love,

hate, believe, doubt, plan,

construct, gossip and learn in

narrative.”

Westby, C. (1985, 1991). Learning to talk, talking to learn:

Oral-literate language differences. In C. Simon (Ed.),

Communication skills and classroom success.

Eau Claire, WI: Thinking Publications, Inc.

“The largest body of work in the area of

narrative intervention has focused on explicit

teaching of the story grammar structure, with

evidence of improved narrative performance

in both preschool-aged and school-aged

children with and without language and

learning difficulties.”

(Boudreau, 2008, p. 110).

Beginning

Middle

Name:__________________________ Date:____________

Story Graphic Organizer

Beginning

Middle

Setting

Solution

Name:__________________________ Date:____________

Story Graphic Organizer

Problem

Character

Events

What is the

Grammar

Marker®?

A hands on, multisensory

tool that has colorful,

meaningful icons that

represent the organizational

structure of a story. The

tool itself is a complete

episode, the basic unit of a

Character

Setting

Kick-off

Feeling

Planned Attempts (Actions)

Direct Consequence

Resolution

One well-known narrative researcher, Carol Westby (Word of Mouth,

2003) described the impact of Story Grammar Marker®:

“When children tell a story, they must keep in mind the overall gist of

the story they are telling, while simultaneously organizing each

utterance, linking the utterances together in a temporal/causal

sequence, and making certain that all utterances link to the theme and

overall organization of the story. The Story Grammar Marker®

reduces load on working memory by externalizing the global structure

and sequence of components in stories. This allows students to

concentrate on translating their ideas into words and sentences to

convey the content of each element of the story” (p. 12).

Why Use the Story Grammar Marker®?

Web: www.mindwingconcepts.com

Conversation

(home,

activities,

classroom)

Expository

(information,

science,

social studies)

SOCIAL COGNITIVE DEPTH

Critical Thinking Triangle®

The Narrative

Developmental Sequence:

Where It All Comes Together!

Lauren, Age 6, Kindergarten (June of 2008)Using Braidy™ as a manipulative to Scaffold the Stages of Narrative Development

and using Braidy™ for Expository Text (listing)

Deepening of Thought and Knowledge

Narrative Development Correlated to the CCSS for

Reading, Key Idea and Detail #3 Using Clifford’s Pals

Clifford and his pals

At the work site in the cement

pit playing, jumping and

barking.

Clifford, a big, red dog and his

furry pals

barking.

The work crew starts to pour

cement on Susie, Lenny &

Clifford pushes the cement

chute aside.

Clifford, a big, red dog and his

furry pals

barking.

All of a sudden, Clifford sees

the work crew start to pour

cement on Susie, Lenny &

So, Clifford pushes the cement

chute aside.

CCSS Kindergarten

RL.K.3. With prompting and

support, identify characters,

settings, and major events in

a story.

CCSS Grade 1

RL.1.3. Describe characters,

settings, and major events in

a story, using key details.

CCSS Grade 2

RL.2.3. Describe how

characters in a story respond to

major events and challenges.

Narrative Development

Stage 1: Descriptive Sequence

Stage 2: Action Sequence

Stage 3: Reactive Sequence

Clifford, a big, red dog and his furry pals

At the work site in the cement pit playing,

jumping and barking.

All of a sudden, Clifford sees the work

crew start to pour cement on Susie,

Lenny & Nero.

He is worried about his pals, because

they could get hurt.

Clifford knows that his pals will get hurt if

the cement fills the pit,

so decides to save them.

Clifford pushes the cement chute aside.

As a result, Clifford’s pals are safe.

Clifford is relieved.

Clifford, a big, red dog and his furry pals

At the work site in the cement pit playing,

jumping and barking.

All of a sudden, Clifford sees the work

crew start to pour cement on Susie,

Lenny & Nero.

He is worried about his pals, because

they could get hurt.

So, Clifford pushes the cement chute

aside.

Stage 4: Abbreviated Episode

Stage 5: Complete Episode

CCSS Grade 3

RL.3.3. Describe characters in a story

(traits, motivations, feelings) and explain

how their actions contribute to the

sequence of events.

CCSS Grade 4

RL.4.3. Describe in depth a character, setting or

event in a story or drama, drawing on specific details

How to reach Maryellen:

Call her (toll free): 888.228.9746

Email her: mrmoreau@mindwingconcepts.com

Oral Language, the Original Foundational Reading Skill

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