Oral Language Research Articles

Describing the Relationship Between Word Decoding, Oral Language, Phonemic Awareness, and the Orthographic Lexicon in the KTEA-3 and WIAT-4

Practitioners are encouraged to apply theories of reading development to psychoeducational test interpretation. Orthographic mapping provides an explanation of the acquisition of sight words. Although many test batteries provide tasks for practitioners to assess reading components associated with orthographic mapping, the relationship among components will vary across batteries and specific task demands that can impact their interpretation by practitioners. This study evaluated the effects of phonemic awareness and oral language skills on various indicators of orthographic mapping competence while controlling for word decoding skills in the standardization samples of the Kaufman Tests of Educational Achievement, 3rd Edition (KTEA-3) and the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4). The WIAT-4 phonemic awareness subtest’s task demands and relationships between it and some measures of word reading conform to the phonemic proficiency hypothesis. We discuss implications for comprehensive psychoeducational assessment when evaluating student reading development.

Brain structural associations of syntactic complexity and diversity across schizophrenia spectrum and major depressive disorders, and healthy controls

Deviations in syntax production have been well documented in schizophrenia spectrum disorders (SSD). Recently, we have shown evidence for transdiagnostic subtypes of syntactic complexity and diversity. However, there is a lack of studies exploring brain structural correlates of syntax across diagnoses. We assessed syntactic complexity and diversity of oral language production using four Thematic Apperception Test pictures in a sample of N = 87 subjects (n = 24 major depressive disorder (MDD), n = 30 SSD patients both diagnosed according to DSM-IV-TR, and n = 33 healthy controls (HC)). General linear models were used to investigate the association of syntax with gray matter volume (GMV), fractional anisotropy (FA), axial (AD), radial (RD), and mean diffusivity (MD). Age, sex, total intracranial volume, group, interaction of group and syntax were covariates of no interest. Syntactic diversity was positively correlated with the GMV of the right medial pre- and postcentral gyri and with the FA of the left superior-longitudinal fasciculus (temporal part). Conversely, the AD of the left cingulum bundle and the forceps minor were negatively correlated with syntactic diversity. The AD of the right inferior-longitudinal fasciculus was positively correlated with syntactic complexity. Negative associations were observed between syntactic complexity and the FA of the left cingulum bundle, the right superior-longitudinal fasciculus, and the AD of the forceps minor and the left uncinate fasciculus. Our study showed brain structural correlates of syntactic complexity and diversity across diagnoses and HC. This contributes to a comprehensive understanding of the interplay between linguistic and neural substrates in syntax production in psychiatric disorders and HC.

我抓在手里捏成棉花糖，什么烦恼不能忘: Learning Mandopop lyrics to promote bilingualism and biliteracy development

ABSTRACT Guided by heritage language and translanguaging theory, this ethnographic case study explores how a young second-generation Chinese American student used Mandopop lyrics to enhance her heritage language learning at home. Over six months, the mother, also the researcher collected 61 audio recordings of the student’s readings and singing of Mandopop, as well as translingual conversations between them. Supplemented with the researcher’s field notes, the analysis revealed significant improvements in the student’s pronunciation, Mandarin word recognition, oral language skills, and vocabulary. These improvements subsequently increased her oral translingual practices. Additionally, discussions about Mandopop lyrics enhanced the student’s higher-level thinking and understanding of her heritage culture. Overall, Mandopop lyrics effectively promote the student’s bilingual and biliteracy development. This study underscores the role of Mandopop lyrics in incorporating deep cultural elements, fostering bilingualism, and enhancing biliteracy. By engaging with Mandopop, the student connects with her heritage culture and improves her linguistic abilities in a meaningful and enjoyable way, highlighting the potential of music as a valuable tool in heritage language education.

Incoherent coherence? Using systemic functional linguistics to improve oral language assessment literacy

AbstractThis paper discusses the challenges of defining coherence in the context of oral language assessment literacy and proposes that better understanding of the construct can be achieved through a systemic-functional linguistic lens. Coherence is taken to be a foundational quality of written and spoken discourse and is a standard feature in the assessment rubrics of most large-scale English-language oral proficiency tests such as IELTS, TOEFL, and Cambridge. However, the precise meaning of coherence, and how it can be identified in language, is difficult to grasp. This has implications for the makers and raters of tests as well as the candidates who take them. The literature suggests coherence is the most troublesome category to rate reliably and validly. The systemic-functional linguistic (SFL) model of language provides a rich description of coherence, but has been under-utilised by the language testing industry to date. In this paper we examine three aspects of coherence: (1) how it is currently conceptualised in oral language proficiency testing; (2) how it is conceptualised in linguistics in general and SFL in particular; and (3) how insights from SFL could inform the evaluation of coherence in oral language proficiency examinations.

Language Development Opportunities in Curricular and Trade Books: A Content Analysis

ABSTRACTThis content analysis explored children's fictional storybooks and informational science books to determine their differences in high‐quality text features that support oral language (OL) development. We also explored the opportunities for OL development in curricular books compared to trade books. Using systematic coding procedures, we evaluated the genre, vocabulary, syntactic variety, supportive visuals and cultural sensitivity in books from three kindergarten and Grade 1 reading curricula (n = 521) as well as a sample of commercially‐available trade books (n = 48). Descriptive information was averaged to determine the percentage of high‐quality text features included in each book type and genre. Results indicated that informational science trade books offered more opportunities for rich language experiences than their curricular counterparts or any of the fictional books. Thus, there is reason to believe that informational science trade books with high‐quality text features may promote OL development and enhance the learning of young students.

Early cochlear implantation: exploring electrophysiological thresholds and their role in pre-behavioural recommendations.

Studies investigating the relationship between initial electrophysiological thresholds and subsequent behavioural hearing thresholds have demonstrated uncertainty as to whether initial results can provide an accurate estimation of an infant's functional hearing. This estimation must be accurate if a cochlear implant (CI) is to be considered before behavioural audiometry.This study aims to explore the variance between initial electrophysiological thresholds and subsequent behavioural hearing thresholds in infants to determine under which conditions electrophysiological results can be used to support a CI recommendation before behavioural audiology. This is a prospective cohort study of 63 infants with suspected severe to profound hearing loss, referred to the Cochlear Implant Clinic, Melbourne, before 12 months of age. The assessment protocol includes auditory brainstem response, auditory steady state response, tympanometry, and behavioural audiometry. For most infants undergoing CI candidacy evaluation, initial electrophysiological thresholds are an accurate reflection of their subsequent behavioural thresholds. An alternative CI candidacy pathway is recommended for infants who show profound sensorineural hearing loss on initial electrophysiological testing, in the absence of middle ear effusion, prematurity, or auditory neuropathy features, to provide CI recommendations before behavioural thresholds are obtained. This would lead to reduced delay to implantation and improved oral language outcomes.

The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing

ABSTRACT Purpose We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US participated. The teachers included 6 White individuals, 2 Asian Americans, 1 Hispanic individual, and 1 person from another racial or ethnic background. Among the students, 46% were Asian American, 33% were Hispanic, 14% were White, and 5% were identified as multiracial. Teachers were randomly assigned to the SRSD Plus or business-as-usual (BAU) condition; students were assessed at pretest and posttest on writing, oral language, transcription, and reading skills. Results Multilevel model results showed that students in the SRSD Plus condition outperformed those in the BAU condition in spelling, vocabulary, sentence proficiency, planning from source text, discourse knowledge, and writing productivity and writing quality in source-based informational genre (.14 ≤ Effect Size [ES] ≤ .72), but not in word reading or handwriting fluency. Furthermore, although not the target genre, there was a positive transfer effect on writing outcomes in the opinion genre (.22 ≤ ES ≤ .34). Conclusion Integrated reading and writing instruction in SRSD Plus can improve primary grade students’ writing, discourse knowledge, planning, oral language, and spelling skills. Theoretical and practical implications and future directions are discussed in the context of the Science of Teaching Reading.

REVISITING PUPPETS TO TEACH ENGLISH TO CHILDREN: MODEL ACTIVITIES TO FOSTER CLASSROOM ORAL INTERACTION USING PUPPETS

<p>Puppetry, as an educational resource, has been used for years to create a dynamic and interactive learning environment that encourages creativity, active oral participation and language fluency development. In a world where the use of technological tools, digital materials, apps and virtual classrooms have changed the dimension of education, making classes more dynamic and obliquus, puppets are still valuable in the class, as multiple research works have shown. For that reason, we revisited the use of puppets as a pedagogical tool in the English classroom, specifically to foster oral interactions in the English classes of a group of pre-schooling students. In that group, we observed that even though the teacher used multiple resources and activities (such as games, songs, act outs and more), some students did not participate in the oral interaction activities. We decided to design a set of activities mediated by impersonated puppets to foster oral interaction in the class. In this work, we presented the steps for designing those activities and a theoretical foundation for that design. The findings of its application are a matter of further research.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0745/a.php" alt="Hit counter" /></p>

Caregivers' Perceptions of COVID-19 Educational Disruptions on Children With Developmental Language Disorder and Typically Developing Peers.

Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first- and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers. A conventional content analysis approach was used to analyze caregivers' written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (n = 23) and caregivers of TD children (n = 22). Four categories of caregiver responses were generated for each group: impacts on children, remote learning challenges, impacts on caregivers, and protective factors. For both groups, concerns about the child's well-being and literacy learning were most prevalent and prevailed over concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their cdhildren. As compared to caregivers of TD children, caregivers of children with DLD reported higher rates of remote learning challenges and more negative impacts on literacy learning, speech and/or language, and education in general. DLD caregivers also shared fewer positive comments and remarks related to protective factors. Results indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Thus, responsive research and supports for these families is essential.

Effects of an Infant/Toddler Intervention at 1-Year Follow-Up: Sustained Impacts to Preschool Entry

We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which the effects remained approximately 1 year after the intervention. Because the original control group eventually also got the intervention, we compared mandatory municipal language assessment outcomes of 2,327 children in the treatment group to matched nontreatment children. The intervention effect was maintained at similar magnitudes at the 1-year follow-up for oral language skills (effect sizes = 0.09–0.14), and spillover effects were found for rhyming skills (effect size = 0.12).

Level of Gamification Instruction in Language, Literacy, and Communication Domains for Kindergarten

This study aimed to assess the level of gamification instruction in language, literacy, and communication domains for kindergarten, in private schools, in a highly urbanized city in Central Philippines during the school year 2023-2024. Data for this descriptive study was collected from 34 kindergarten teachers using a self-made data-gathering instrument that underwent a stringent validity and reliability test with scores of 4.51 and 0.848, respectively. The results reveal that teachers’ level of gamification instruction was generally very high. Subsequent analysis indicated no significant difference in the level of gamification instruction in auditory perception and discrimination, oral language, alphabet knowledge, and study skills when grouped by age, area of concentration, length of service, and number of trainings attended. Meanwhile, a significant difference was observed in auditory perception and discrimination, visual perception discrimination, alphabet knowledge, and study skills when grouped by highest educational attainment. Likewise, there was a significant difference in visual perception and discrimination when grouped by highest educational attainment and length of service. Hence, this study recommends professional development for younger teachers, tailored gamified activities pieces of training, and the creation of a climate conducive to learning in the research environment. Keywords: Gamification Instruction, Language, Literacy, Communication, Kindergarten

The interplay of home language use, oral language and early reading and writing skills in Singaporean bilingual children's English and Chinese languages

The interplay of home language use, oral language and early reading and writing skills in Singaporean bilingual children's English and Chinese languages

Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder.

Although children with developmental language disorder (DLD) are known to have difficulties with emergent literacy skills, few available studies have examined emergent literacy skills in Arabic-speaking children with DLD. Even though Arabic language characteristics, such as diglossia and orthographic structure, influence the acquisition of literacy in Arabic-speaking children, research shows that oral language skills, such as vocabulary, and cognitive skills, such as verbal short-term memory (VSTM), predict literacy in Arabic-speaking children. Moreover, linguistic and memory abilities are impaired in children with DLD, including Arabic-speaking children. The current study examines the relationships between oral language, VSTM, and emergent literacy skills in Arabic-speaking typically developing (TD) children and children with DLD. Participants were 40 TD children (20 girls; aged 4;0-6;11 [years;months]) and 26 children with DLD (nine girls, aged 4;0-6;11). All participants were monolingual Arabic speakers and matched on age and socioeconomic status. A set of comprehensive Arabic language (vocabulary knowledge, morphosyntactic, and listening comprehension skills), VSTM, and emergent literacy (phonological awareness and letter knowledge skills) tests were administered. The DLD group scored significantly lower than the TD group on language, VSTM, and emergent literacy measures. Results revealed that the contributions of oral language and VSTM to emergent literacy skills across TD and DLD groups were different. In the TD group, VSTM predicted emergent literacy skills, whereas in the DLD groups, both vocabulary knowledge and VSTM predicted emergent literacy skills. This study represents an important first step in understanding emergent literacy skills and their relationships to language and memory in Arabic-speaking children with and without DLD. The implications of these findings for clinical and education provision are discussed.

AI-CiciBot as Conversational Partners in EFL Education, focusing on Intelligent Technology Adoption (ITA) to Mollify Speaking Anxiety

This study examines the role of AI-CiciBot as a conversational partner in mitigating speaking anxiety among Indonesian EFL (English as a Foreign Language) students. The aim is to explore the integration of intelligent technology adoption (ITA) into classrooms to enhance language learning and reduce anxiety during speaking activities. The primary gap addressed in this research is the lack of technology-based solutions for oral language practice in Indonesia, where traditional curricula emphasize reading and writing over speaking. This study aims to fill the gap by introducing AI-CiciBot, a novel AI-powered conversational tool that provides a supportive, low-pressure environment for students to practice speaking English. The study uses a mixed-methods approach, combining quantitative data from pre-test and post-test scores and qualitative insights from student interviews. The research tools include a questionnaire and an AI-CiciBot platform for speaking practice. IBM SPSS Statistics analyzed the data, focusing on students' speaking performance and anxiety levels before and after using AI-CiciBot. Findings in this study show a significant improvement in students' speaking skills and a reduction in anxiety. The mean score for pre-tests was 49.17, which increased to 90.47 in post-tests, indicating AI-CiciBot's effectiveness. Interviews revealed that students initially hesitant to engage in speaking activities due to fear of judgment became more confident and willing to participate after practicing with the AI bot. This study contributes to the field of EFL education by demonstrating the potential of AI-driven tools like AI-CiciBot to address speaking anxiety and improve oral proficiency. It also highlights the importance of ITA in encouraging students to embrace AI-based learning solutions. To maximize learning outcomes, future research should investigate the long-term impact of AI-CiciBot on students' speaking proficiency and its integration with human instructors.

Sharing Stories Versus Explaining Facts: Comparing African American Children's Microstructure Performance Across Fictional Narrative, Informational, and Procedural Discourse.

Both fictional oral narrative and expository oral discourse skills are critical language competencies that support children's academic success. Few studies, however, have examined African American children's microstructure performance across these genres. To address this gap in the literature, the study compared African American children's microstructure productivity and complexity across three discourse contexts: fictional narratives, informational discourse, and procedural discourse. The study also examined whether there were age-related differences in microstructure performance by discourse type. Participants were 130 typically developing African American children, aged 59-95 months old, enrolled in kindergarten through second grades in a Midwestern U.S. public school district. Wordless children's books were used to elicit fictional narratives, informational, and procedural discourse. Indicators of microstructure performance included measures of productivity (i.e., number of total words and number of different words) and complexity (i.e., mean length of communication unit and complex syntax rate). The effects of genre and age on microstructure performance were assessed using linear mixed-effects regression models. Children produced longer discourse and used a greater diversity of words for their fictional stories compared to their informational or procedural discourse. Grammatical complexity was greater for fictional narratives and procedural discourse than informational discourse. Results showed greater productivity and complexity among older children compared to younger children, particularly for fictional and informational discourse. African American children exhibit variation in their microstructure performance by discourse context and age. Understanding this variation is key to providing African American children with support to maximize their oral language competencies.

The Effects of a Science Vocabulary Intervention on Children’s Oral Language Development

This study investigated the effects of a shared reading and guided play vocabulary intervention on the science vocabulary acquisition of children who were at risk for oral language difficulties. Fifty-five children from five preschool programs participated in a 15-day science vocabulary intervention. Children randomly assigned to the treatment group (n = 29) received explicit science vocabulary instruction through shared readings of informational science books and follow-up scientific investigations. Children in the business-as-usual group (n = 26) received typical instruction from their classroom teacher. Vocabulary knowledge was measured at pre- and posttest using two standardized vocabulary assessments and one researcher-developed science vocabulary test. Results of the researcher-developed test showed that the treatment group significantly outperformed the BAU group on explicitly taught science vocabulary words (p < 0.001). No significant differences were found between the two groups on measures of general vocabulary knowledge. Limitations and practical implications of this study are discussed.

The role of oral language in the dialogic primary classroom

ABSTRACT This article takes stock of the current trends in research, policy and practice regarding the role of language in the dialogic classroom. The article uses the policies of two different educational jurisdictions as counterpoints to highlight the different ways that oral language can be positioned within primary curricula. It reflects on current and recent research literature, exploring how language can promote the collaborative learning that is central to dialogic pedagogy, highlighting the value of less formal registers or less ‘certainty’ in the proposal of ideas. The article then offers a linguistic-ethnographic analysis of what this looks like in practice, drawing on classroom observational data gathered in English primary schools. Finally, these three strands of theory, policy and practice are brought together, scoping ways forward for the inclusion of language and dialogue in primary education.

Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022

Early childhood education in India is undergoing significant changes, guided by the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. This paper explores practical pedagogical approaches for pre-primary and early childhood care and education (ECCE) in India, aligning with these policy recommendations. It examines key strategies for implementing play-based learning, developing language and literacy skills, building foundational numeracy competencies, and incorporating inquiry-based and activity-based learning approaches. The study emphasizes the importance of creating stimulating learning environments featuring well-equipped indoor and outdoor play areas to facilitate meaningful play experiences. It details methods for fostering oral language development, phonological awareness, and early literacy skills through various activities and a print-rich classroom setting. Strategies for developing number sense, basic operations, spatial awareness, and other core numeracy concepts are outlined. The paper also explores approaches for integrating inquiry-based learning to nurture scientific thinking and problem-solving skills. Additionally, the paper discusses the role of diverse activities in promoting holistic development across physical, cognitive, social-emotional, language, and aesthetic domains. It highlights integrating art and experimentation in ECCE to enhance creativity and self-expression. The role of educators is analyzed, focusing on their contribution to creating stimulating learning environments and facilitating meaningful experiences for children. Challenges in implementing these approaches include infrastructure and resource constraints, teacher training needs, parental engagement, and cultural relevance. However, the evolving policy landscape also presents opportunities for transformation through increased investment, flexibility in curriculum design, and an emphasis on developmentally appropriate practices. The paper concludes with recommendations for future directions, such as strengthening ECCE infrastructure, enhancing teacher professional development, fostering community engagement, conducting further research, and developing culturally appropriate resources. By synthesizing evidence-based practices aligned with policy directives, the paper provides a comprehensive overview of effective pedagogy for fostering young children’s holistic growth and development in early childhood education in India.

Lexical retrieval difficulties in post-COVID-19 syndrome: Insights from verbal fluency and naming tasks.

Although considerable research has been conducted on post-COVID-19 syndrome (PCS), cognitive symptoms, particularly those related to language, are still not well understood. To provide a detailed quantitative and qualitative analysis of language performance in PCS patients using a comprehensive set of semantic and verbal production tasks. The study involved 195 PCS patients aged 26-64 years and 50 healthy controls aged 25-61 years. Participants were assessed using two semantic tasks, three naming tasks and four types of verbal fluency tasks, designed to evaluate different aspects of language processing. PCS patients demonstrated significantly poorer performance compared with controls across all verbal fluency tasks. This was evident in both the total number of words generated and their types, with patients tending to choose more easily accessible words. In naming tasks, the pattern of errors was similar in both groups, although patients showed a higher number of non-responses and made more errors, reflecting difficulties in word retrieval. The analysis highlighted the impact of factors such as stimulus availability, educational level and cognitive reserve on performance. Notably, younger patients performed worse than older, a paradoxical trend also observed in previous research. These findings reveal significant word retrieval difficulties in PCS patients, suggesting that cognitive impairment related to language may be more pronounced than previously understood. The results underscore the need for a thorough evaluation of language functions in PCS patients and the development of more targeted and individualized language rehabilitation strategies to address these specific challenges. What is already known on the subject Studies on the cognitive characteristics of CPS have focused mainly on broad-spectrum neuropsychological assessments covering all cognitive functions. However, there are very few studies analysing oral production with specific lexical and semantic system tasks. Furthermore, no work has specifically included tasks assessing semantic processing or conducted qualitative analyses of the psycholinguistic variables affecting performance. Such analyses could undoubtedly help clarify the nature of the language impairments in patients with PCS. What this paper adds to the existing knowledge This study explores in depth the evaluation and analysis of the oral production of patients with PCS using several lexical and semantic tasks. In addition, psycholinguistic variables are analysed that could undoubtedly help clarify the nature of the language impairments in patients with PCS. What are the potential or actual clinical implications of this work? The study allows the identification of specific lexical-semantic deficits in the spoken language in patients with this PCS. A more detailed assessment of the oral language of these patients, keeping in mind the psycholinguistic variables that may affect the performance, will facilitate the design of more efficient and individualized rehabilitation programmes.

The Instantiation of Narrative in Picturebook Forms

Narratives have been instantiated across an array of materials, media, and modalities, including oral storytelling, film, novels, tapestries, comics, theatre, and children’s picturebooks for centuries. Narrative picturebooks come in many different forms, contain a variety of modalities, primarily written and oral language, visual images, and design elements, and are produced using an array of material and production technologies. Like the continuing evolution of narratives in general, narrative picturebooks are part of an extended history of visual and multimodal communication and have been instantiated as printed codices, moveable or pop-up books, volvelles, electronic books, and as digital and augmented reality software applications. This article focuses on the semiotic, material, and ideological aspects of the instantiation of narrative in picturebook form and examines how narrative picturebooks are embedded in an array of social, cultural, and literacy practices. Additionally, the article proposes a framework from which to consider the syntactical, modal, compositional, mediational, material, technological, historical, and sociocultural aspects of the instantiation of narrative in picturebook forms.