הביתכב הרובד הפש ינייפאמ :התליאש
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Golub, Jeffrey N.
A study analyzed some of the characteristics of junior high students' oral communication behavior that accompanied the assignment, production, and evaluation of a writing task. It involved fieldwork in three junior high school
English classes--first in a six-month pilot study and then in a year-long period of observation. Through direct participant observation and interviews with students, four functions of oral communication in written composition were identified. These functions reveal the following patterns or clusters of communication behaviors: (1) expressing self through language, (2) seeking confirmation through validation of writing, (3) evaluating one's own writing, and (4) assimilating the writing task to one's own understanding. An evaluative theme appeared in many of the patterns of students' classroom talk and involved their seeking an audience and feedback for their writing.
Another characteristic was their sensitivity toward their language use. Often an interaction occurred between students' concern for evaluation and their sensitivity to language use. In such instances, the students encountered a dilemma. To seek an audience and feedback for one's writing required that one allow the writing to become the focus of another person's attention and judgement. Other students, also faced with a desire to share their communication effort but mindful of the self-revelatory nature of their work, took pains to direct their audience's attention to specific parts of the writing.
Unfortunately, there appears to be a discrepancy between the frequency and spontaneity of students' sharing behavior and the lack of provision for, or emphasis of, this dimension in current composition materials.
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2.
Ivy, Lennette J.; Masterson, Julie J.
Language, Speech, and Hearing Services in Schools , v42 n1 p31-40 Jan
2011
Purpose: The purpose of this investigation was to compare the rates of using
African American English (AAE) grammatical features in spoken and written language at different points in literacy development. Based on
Kroll's model (1981), a high degree of similarity in use between the modalities was expected at Grade 3, and lower similarity was expected at
Grade 8. Method: Spoken and written language samples were analyzed for the occurrence of 6 AAE morphosyntactic features. Fifteen third graders and
15 eighth graders were asked to respond to interview questions and to retell stories in both modalities. Percentage use of the AAE grammatical features and a dialectal density measure were used to measure rates of AAE occurrence. Results: Findings indicated comparable use of dialect in spoken and written modalities for 3rd graders, but a difference in use between the modalities for 8th graders. The 8th graders used more dialectal features in speaking than writing. Conclusion: These results suggest that there is likely a period in writing development when speakers of AAE learn to dialect switch in their writing.
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Moats, Louisa Cook
Annals of Dyslexia , v44 p81-104 1994
Eighty-nine experienced teachers of reading, language arts, and special education were found to understand too little about language structure to be able to provide sufficient instruction. The teachers subsequently took a course focusing on phonemic awareness, spoken-written language relationships, and spelling and reading behavior, and judged this information essential for teaching.
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4.
Love, Kristina
Language and Education , v23 n6 p541-560 Nov 2009
In this paper I argue that an understanding of the role of language and literacy in learning disciplinary content should be a key component of the pedagogical content knowledge covered in the preparation of high school teachers. I identify three components of this "literacy pedagogical content knowledge" (LPCK): knowledge about how spoken and written language can be best structured for effective learning; recognition that subject areas have their own characteristic language forms and hence entail distinctive literacy practices; and capacity to design learning and teaching strategies that account for subject-specific literacies and language practices. I outline how this concept of LPCK has been incorporated into a teacher education program, focusing on prospective teachers' reflections of how spoken language in their high school classrooms contributes to the more literate forms of reasoning valued in various subjects.
Horton-Ikard, RaMonda; Pittman, Ramona T.
Topics in Language Disorders , v30 n3 p189-204 Jul-Sep 2010
This article describes the use of African American English (AAE) in the written and oral language of African American adolescents who struggle with writing. Written and oral language samples of 22 African American
10th-grade students were transcribed, analyzed, and coded for AAE, grammatical errors, spelling errors, and punctuation errors. Four patterns were identified in the students' written language samples that were also produced in their oral language samples and were consistent with AAE dialect use--copula variability, subject-verb agreement, cluster reduction, and differences in vowel pronunciations. Even at the secondary grade level, dialectal differences play a role in the types of errors that speakers of AAE
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 produce during tasks that require standard written English. Professional development of general education classroom teachers who teach writing to
AAE-speaking students could encourage the use of contrastive analysis procedures and dialect awareness tasks to help AAE speakers become more proficient with standard written English.
6.
Dixon, Susan D.
Young Exceptional Children , v11 n4 p2-12 2008
In this article, the author describes how early childhood professionals can create positive environments that foster the growth of both oral and written language and how the concept of universal design can inform these practices. These activities are designed with a focus on children 3 to 5 years old. The author first looks at oral language through representative facets of sound play and conversation, followed by exposure to print materials and writing, two aspects of written language. In each section, a table presents examples of activities and suggestions for ways in which universal design principles can enhance practices.
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Shagoury, Ruth
Young Children , v64 n2 p52-57 Mar 2009
The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages. "When the two written language systems that children are learning are very different, children still draw on their knowledge of their home language as well as their growing understanding of English, testing out hypotheses just as they do in their oral language."
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Improving English language learners' oral and written language through collaborative discussions
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Diss.
Zhang, Jie .University of Illinois at Urbana-Champaign, ProQuest, UMI
Dissertations Publishing, 2009. 3363125.
Abstract (summary)

This quasi-experimental study investigated whether and how an approach to classroom discussion, Collaborative Reasoning (CR), impacts the development of oral and written English of Spanish-speaking English language learners (ELLs). Seventy-five Hispanic students from four fifth-grade classrooms, including two mainstream classrooms and two transitional bilingual classrooms, participated in the study. A classroom from each pair of the mainstream and transitional bilingual classrooms was randomly assigned to implement
CR discussions while the other two served as controls. Prior to the intervention, all students were assessed on vocabulary, grammar, and reading comprehension. After a fourweek intervention, all students were assessed on storytelling, listening and reading comprehension, reflective essay writing, motivation, and English learning attitudes.
Results showed that experiences of CR discussions accelerated ELLs' oral and written English. The CR group performed significantly better than the control group on reading comprehension. Only the mainstream-class students , but not the bilingual-class students , significantly benefited from CR discussions on listening comprehension. The CR group produced more coherent narratives in a wordless-picture storytelling task. The reflective essays written by the CR group, with greater length and vocabulary diversity, contained a significantly greater number of...
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Oral language , written language and language awareness
PARISSE, CHRISTOPHE .
Journal of Child Language 29.2
(May 2002): 478-
81; discussion 489-94.
Abstract (summary)
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Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.
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An analysis of writing practices in 4th- and 5th-grade students with visual impairments
Diss.
Kreuzer, Deborah Tierney .University of California, Berkeley with San
Francisco State University, ProQuest, UMI Dissertations Publishing, 2007.
3331676.
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Abstract (summary)
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Children with visual impairments (i.e., blindness or low vision) have unique educational needs that call for the development of alternative methods to help them obtain and incorporate information generally acquired through the visual mode. Compensatory skill development is one of the domains identified as a unique educational need in the
Expanded Core Curriculum (ECC) for children with visual impairments. In literacy development for children with visual impairments, much is known about teaching Braille reading and reading with low vision. However, when it comes to the development of writing skills, the emphasis seems to be upon mastering the tools for writing such as the
Braille Writer, learning handwriting, and keyboarding. The mastery of writing as an expressive communication mode seems to be among the last in a long list of specialized curricular needs for this population.
This study compared the status of written language practices in 4th- and 5th-grade students with visual impairments to those of their sighted peers. Prior research regarding language development has focused upon the oral language of children with visual impairments. Such studies have identified areas of concern, including latency in use of abstract vocabulary, delay in classifying objects, and restriction...
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Scaffolding oral language development through poetry for students learning English
Hadaway, Nancy L ; Vardell, Sylvia M ; Young, Terrell A .
The Reading
Teacher 54.8
(May 2001): 796-806.
Abstract (summary)
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Hadaway, Vardell, and Young discuss the importance of providing opportunities for ongoing oral language development for all students , the particular needs of children learning English as a second language, and the unique appropriateness of poetry as a vehicle for providing practice and pleasure in oral language skill development.
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Review of theoretical and applied issues in written language expression
Fitzer, Kim .
Canadian Journal of School Psychology 18.1/2 (2003): 203-
221.
Abstract (summary)
Learning to express oneself through writing is one of the most complex language tasks that children and adults must undertake (Bain, Bailet & Moats, 1991; Flower & Haves, igSoa). Writing is not only an important way to demonstrate learning; it is a basic life requirement for literacy in the 21st century. Accordingly, written communication is the primary method used by teachers to evaluate their students ' performance (Gardiner,
1.993; [Hooper, S. R], 2002; Poplin, Gray, Larsen, Banikowski & Mehring, 1980). In order
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 to develop writing skills, students need to be provided with specific learning opportunities
(Briming & Horn, 2000) to promote the effective use of the oral and written components of language (Calfee, 1991). Unfortunately, there is substantial evidence which indicates that there are an increasing number of students who have difficulty communicating their knowledge, ideas, and beliefs in writing (Gregg, 1992; Hooper, 2002; Hooper,
Montgomery, Swartz, Reed, & Levine 1994; National Center for Educational Statistics
[NCES], 1999).
For the skilled writer, many aspects of writing are automated which makes writing possible without huge demands on processing capacity. [Hayes, Flower, Schriver, Stratman] and
Flower (1980) as well as [Scardamalia Si Bereiter] and Scardamalia (1987)
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I Can Do It Better on the Computer: The Effects of
Technology-enabled Scaffolding on Young Writers'
Composition
Englert, Carol Sue ; Manalo, Margaret ; Zhao, Yong .
Journal of Special
Education Technology
19.1
(Winter 2004): 5-21.
Abstract (summary)
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The purpose of this study was to examine how a Web-based software program impacted lower elementary students ' composition of personal narratives when using a supported paragraph activity. The subjects in this experiment were first and second grade students in a multi-age classroom in a low socio-economic urban community. The participants were asked to write a story in a Web-based environment on a supported paragraph activity.
They were later asked to type a story in the Webbased environment on a free-writing activity. Finally, students were asked to compose a story through the traditional paper and pencil means. Students ' personal narratives were scored using rubrics that examined both narrative genre characteristics and writing conventions. Overall findings indicate that students wrote more, incorporated more genre specific characteristics , and demonstrated conventional writing skills on the supported
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The development of Scrap's understanding of written language
Branscombe, N Amanda ; Taylor, Janet B .
Childhood Education 72.5
(1996):
278.
Abstract (summary)
The questions of if and how children use their awareness of oral language and understanding of print as they develop an understanding of the forms and grammars of written discourse are studied using the development of one five-year-old kindergarten child whose teacher used Piaget's theory of constructivism.
Language and Literacy.
Gorman, Arlene; Tschoepe, Mary; Martinez, Miriam
Primary Voices K-6 , v6 n1 p10-23 Jan 1998
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Explores benefits derived from the "Gardendale Family" (a vertically aligned team of
K-6 classrooms). Describes how older students give guidance, feedback, and validation to those in lower grades as the younger children become active members of the literacy community; and how students use written and oral language in authentic and purposeful ways. Lists resources for a conflict resolution program.
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