The first of the ‘Big Six’ is Oral language. Oral language provides the foundation for learning to read, with the other five major components extremely critical to the development of independent reading, as identified in the report of the National Reading Panel (NICHD, 2000).
Oral language competence is crucial for literacy development, with an increasing body of evidence identifying it as a key indicator of children’s early reading ability. Chan and Dally (2000) expand the body of evidence by linking oral language proficiency to the development of literacy skills and argue a causal relationship stating that ‘… limitations in oral language abilities are at the basis of early reading difficulties experienced by students.’
Chan, L., & Dally, K. (2000). Review of the literature. In L. C. W. Louden, J. Elkins, D. Greaves, H. House, M. Milton, S. Nichols, M. Rohl, J. Rivalland and C. van Kraayenoord (Ed.), Mapping the territory: Primary students with learning difficulties: Literacy and numeracy (Vol. 2, pp. 161-331). Canberra: Department of Education, Training & Youth Affairs.
Author: Dr John Munro
Description: The Language Support Program (LSP) provides direct assistance to teachers in developing sound oral language competency in children and young people to maximise their learning potential. An assumption of the Professional Learning Guide is that both teachers and learners will be operating in Standard Australian English. While the Language Support Program provides a sound theoretical framework, teaching strategies and other support material that are relevant for all students, the program was primarily developed with the needs of speakers of Standard Australian English in mind.
Description: You can use the ICPALER oral language screening profile (brief) (OLSPB) to collate how often a student or a group of students shows each aspect of ICPALER. A higher rating on this chart suggests more effective use of the aspect. This will identify the students whose language use may not be appropriate.
From this you can see which students merit a more in-depth profile. You can use this chart to identifying those students whose language use may not be appropriate. For this you can use the ICPALER Oral language observational profile (in depth) (OLSPD). It gives you an observational profile of a child’s oral language in the classroom. A higher rating for this chart suggests greater difficulty or less mature language development.
Links: Click below to download the checklists as spreadsheets
Author: John Munro
Description: Building a firm foundation using ICPALER in the early Primary Years. Oral language is widely recognised as an essential foundation for successful school learning. Until recently, the acquisition of oral language skills has been largely overshadowed by reading, writing, spelling and numeracy and has not been considered a key component of school curricula.
Author: Pamela Snow
Description: Dr Pam Snow presented at the Catholic Education Office (Melbourne) Student Services Conference, 31 August, 2011. Her presentation addressed the following :
Author/Publisher: Education Department of Western Australia
Description: First Steps is a teaching resource in Oral Language, that helps teachers create a variety of meaningful opportunities for students to use language for a range of audiences and purposes. The resource includes a detailed Developmental Continuum that supports teachers as they assess students’ use of language in the school setting. First Steps provides a framework for linking assessment with teaching and learning. It was researched and developed over five years by the Education Department of Western Australia.
Title: Support a Talker
Description: Support a Talker is a school based oral language program for lower primary students using barrier games, conversation, books and Oral Language games
For more information contact:
Speech Language Pathologist-in-Charge Education Queensland Logan Albert Beaudesert District Office Ph: (07) 3804 9632 Fax: (07) 3807 4943
