Search results for: Oral expression
Page 1/1 4 items
Benefiting the Educator and Student Alike: Effective Strategies for Supporting the Academic Language Development of English Learner (EL) Teacher Candidates
This article details specific, research-based feedback strategies that the authors have found useful in working with and supporting the academic language development of English Learners (EL) preservice secondary teachers. These feedback strategies are organized and discussed in terms of the following four themes: focused feedback on student writing, focused feedback on oral communication, explicit modeling, and revision and assessment.
Updated: Nov. 26, 2014
The current study investigates how elementary teachers perceive and use engaging oral strategies. The findings reveal that a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives. However, fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and engaging questions. It is argued that teachers’ engaging oral strategies are multifunctional, serving important social and cognitive functions.
Updated: May. 13, 2011
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language
This meta-analysis investigates to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors addressed three research questions. The authors quantitatively reviewed 31 (quasi) experiments in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important.
Updated: Jul. 02, 2009
Developing Imagination, Creativity, and Literacy through Collaborative Storymaking: A Way of Knowing.
Early in her life, Nancy King discovered that stories are rich sources of wisdom, imagination, creativity, and comfort. In this essay, King describes her personal experiences developing and using the collaborative storymaking process with young people and adults in various school settings. The author states that collaborative storymaking establishes opportunities for students to create stories from stories, using imagemaking and abstract prompts. She maintains that the iterative process expands and improves students’ oral and written expression.
Updated: Feb. 17, 2008