When to begin “learning” to read? At Birth!

“Learning” to read begins with the development of oral language.  Here are some resources about early language development and its connection to early literacy and to becoming a successful reader. 

Oral Language Development

 Excerpts from the American Speech-Language-Hearing Association website

Hearing and Understanding and “Talking”

http://www.asha.org/public/speech/development/chart/

 Notice development across all the language categories:  sounds, words, sentences, discourse (stories and conversation)

Check the suggestions for what parents can notice and do to facilitate language development

Below are a few of the developmental milestone for each age group.  Check the site for additional information!

 Birth to 1 Year

http://www.asha.org/public/speech/development/01.htm

Notice the beginning of mastering “sounds”

*baby notices and uses “sounds”

*”babbling sounds” are more speech like (p, b, m)

*uses speech and non-crying sounds to get and keep attention

 Year 1 to 2

http://www.asha.org/public/speech/development/12/

Notice the beginning of interest in and responding to stories

Note the growth in vocabulary

Hearing and Understanding

Talking

  • Points to a few body parts when asked.
  • Follows simple commands and understands simple questions (“Roll the ball,” “Kiss the baby,” “Where’s your shoe?”).
  • Listens to simple stories, songs, and rhymes.
  • Points to pictures in a book when named.
  • Says more words every month.
  • Uses some one- or two- word questions (“Where kitty?” “Go bye-bye?” “What’s that?”).
  • Puts two words together (“more cookie,” “no juice,” “mommy book”).
  • Uses many different consonant sounds at the beginning of words.

 Year 2 to 3

http://www.asha.org/public/speech/development/23/

Notice the development of questioning; understanding the power of language

*Listens to and enjoys hearing stories for longer periods of time

*Has a word for almost everything

*Uses two- or three- words to talk about and ask for things.

*Uses k, g, f, t, d, and n sounds.

*Often asks for or directs attention to objects by naming them.

 Year 3 to 4

http://www.asha.org/public/speech/development/34/

Take note of developing conversation skills to both ask for and provide information

*Answers simple “who?”, “what?”, “where?”, and “why?” questions.

*Uses a lot of sentences that have 4 or more words.

 Year 4 to 5

http://www.asha.org/public/speech/development/45/

Using sounds, words, sentences and discourse to communicate

*Pays attention to a short story and answers simple questions about them.

*Tells stories that stick to topic.

*Uses sentences that give lots of details (“The biggest peach is mine”)

*Says most sounds correctly except a few like l, s, r, v, z, ch, sh, th.

*Says rhyming words.

 Here are some links on Early Language/Literacy Development!

http://www.gse.harvard.edu/news-impact/2011/01/you-need-r-ee-d-to-read/?show=all

http://jennifischer.blogspot.com/2013/09/ten-for-tuesday-tot-school-early.html#comment-form   The letter B!

https://www.academia.edu/2263895/The_National_Early_Literacy_Panel_Report_and_classroom_instruction_Green_lights_caution_lights_and_red_lights  Green Light:  Alphabetic Knowledge, Phonological Awareness, and Oral Language

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