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Oral language at school entry: dimensionality of speaking and listening skills.

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Title: Oral language at school entry: dimensionality of speaking and listening skills.
Authors: Massonnié, Jessica, Llaurado, Anna, Sumner, Emma, Dockrell, Julie E.
Source: Oxford Review of Education. Dec2022, Vol. 48 Issue 6, p743-766. 24p. 3 Diagrams, 5 Charts, 1 Map.
Subjects: Oral communication, Grammar, Vocabulary, Confirmatory factor analysis, Primary education, School children
Geographic Terms: England
Abstract: There has been a resurgence in concern about the levels of pupils' oral language skills at school entry. To support and develop these skills effectively an understanding of the key components of oral language is required. We examined the oral language skills of monolingual children in Reception (MAge = 57.9 months; n = 126) and Year 1 (MAge = 69.07; n = 124) classes in England. Children were recruited from schools that were representative of London primary schools and were assessed on measures designed to tap phonology, core language skills (vocabulary and grammar) and discourse skills, both in the receptive and expressive modalities. Using confirmatory factor analyses, we examined the associations between oral language skills by component and modality for each age group. Oral language was best represented by four dimensions in Reception (receptive core language skills, receptive discourse, expressive core language skills, and expressive discourse). By contrast in Year 1, three dimensions were identified, irrespective of modality: phonology, core language skills and discourse. Our data speak to the importance of capturing these dimensions in assessments and teaching and monitoring their development at school entry. The results also highlighted the foundational role of discourse skills at the start of school. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Oral language at school entry: dimensionality of speaking and listening skills.
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  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Dec2022, Vol. 48 Issue 6, p743-766. 24p. 3 Diagrams, 5 Charts, 1 Map.
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  Data: <searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink>
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  Data: There has been a resurgence in concern about the levels of pupils' oral language skills at school entry. To support and develop these skills effectively an understanding of the key components of oral language is required. We examined the oral language skills of monolingual children in Reception (MAge = 57.9 months; n = 126) and Year 1 (MAge = 69.07; n = 124) classes in England. Children were recruited from schools that were representative of London primary schools and were assessed on measures designed to tap phonology, core language skills (vocabulary and grammar) and discourse skills, both in the receptive and expressive modalities. Using confirmatory factor analyses, we examined the associations between oral language skills by component and modality for each age group. Oral language was best represented by four dimensions in Reception (receptive core language skills, receptive discourse, expressive core language skills, and expressive discourse). By contrast in Year 1, three dimensions were identified, irrespective of modality: phonology, core language skills and discourse. Our data speak to the importance of capturing these dimensions in assessments and teaching and monitoring their development at school entry. The results also highlighted the foundational role of discourse skills at the start of school. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03054985.2021.2013189
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              Text: Dec2022
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