Teach-Early-Years-14.1

PROFESSOR CHARLES HULME IS THE FOUNDER OF OXED & ASSESSMENT The key that unlocks learnin words into speech – while crucial, won’t get you very far without a solid grasp of language. You can know how to pronounce every word, but if you don’t understand the meaning of what you are reading, the whole point is lost. However, research takes this model further by showing that language underpins the whole process of learning to read. Oral language is not just essential for reading comprehension but also underpins the development of foundational decoding skills – phoneme awareness and letter knowledge. This expanded model comes from a long-term research study that followed three groups of children from three to eight years, including those with preschool language delay, those with a dyslexic family member and a control group. The study found that language skills at three and a half years strongly predicted children’s prereading skills at school entry, which in turn predicted how well they could read words at the end of their first year in school. In other words, early language skills are strongly related to how well children will learn to read words once they enter school. Furthermore, these early language skills were also strongly related to children’s understanding of what they read at age eight. Looking at each group at age eight, seven per cent of the control group had reading difficulties (which is about what we would expect in the O ral language is the heart of literacy and learning. It’s fundamental for reading, comprehension, communication, and social development. Children’s language skills develop rapidly between the ages of three and six, making the early years a crucial period. Yet, despite the significant attention given to phonics and literacy more generally, oral language often remains overlooked: it’s estimated that approximately one in five children are behind in their speaking and understanding of words, the largest ever recorded. Language difficulties can have a cumulative effect throughout a person’s life. Pupils with poor language skills are, as adults, more likely to receive fewer qualifications, have lower incomes and reduced employment opportunities, and suffer from mental health problems. The good news is that, if identified early, delays in oral language development can be ameliorated. WHY ORAL LANGUAGE MATTERS Good oral language skills are the foundation of school life, enabling pupils to participate fully in lessons and classroom activities. They’re also critical for social and emotional development – how can children play with their friends if they can’t join in the conversation? Critically, oral language skills are essential in learning to read. The Simple View of Reading, a model referenced in the DfE Reading Framework, states that to understand what you are reading you need two skills: decoding and language comprehension. Decoding – or translating written Prioritising oral language skills in the early years helps to remove the barriers to later success, says Prof. Charles Hulme … 34 Teachearlyyears.com