Introduction
It has long been believed that encouraging early childrenās literacy development results in more capable readers and writers as they grow. A collection of skills evident in the elementary grades serve as the foundation for subsequent reading success, including alphabetic awareness, oral language skills, or phonemic comprehension (Hjetland et al., 2019). Tests of advanced and discourse-level capabilities are good indicators of reading success. This is consistent with the idea that language is a sophisticated, multifaceted system that helps children learn to read by supporting decoding and comprehension. Oral language significantly impacts language decoding, reading and comprehension by shaping learnersā abilities to relate visuals and words, which can be enhanced by preparatory tests, continuous reading, note-taking and summarization along with assistive technology.
Role of Oral Language
Language skills that have developed since infancy are necessary for reading comprehension. In order to understand words and their relationships within and between single sentences in a narrative, basic grammar and vocabulary are necessary (Wang et al., 2019). Language comprehension starts to play a more significant role in determining individual variations in their reading proficiency when children master the capacity to effortlessly and smoothly read printed words. For example, if a child does not know how to decode certain words, their ability to write or spell it would be limited. The significant role of oral language is further emphasized by the fact that despite having good language development, children with weak word-reading skills fall behind their peers on reading assessments in the early grades. For instance, a child who learned to decode language, read words and speak them fluently would be better able to write sentences since they can easily decode oral language and interpret written text.
Communicative Strategies for Improved Reading Skills
Preparatory sets are among the crucial communicative techniques for improved reading skills at the elementary level. This strategy will help Raymond to have background knowledge of the concept before reading, enabling him to decode language and link the text to the knowledge (Hjetland et al., 2019). The second strategy entails continuous independent readings by the learner. Allowing Raymond to read texts often on his own helps him to improve his reading skills as he encounters various words. The teacher can provide guidance and support whenever the pupil misreads a word.
Communicative Strategies for Improved Writing Skills
Writing skills among preschoolers can be facilitated by two main strategies. First, note-taking will train Raymond to write down simple points that can be added together to form meaningful words and sentences (Hjetland et al., 2019). Second, summarization and drawing provides a reasonable basis for helping Raymond to develop their ideas from the concepts in mind and communicate them clearly through writing, improving the quality of writing.
Assistive Technology
Technological advancement has provided solutions to comprehension skills through assistive devices. The two most essential tools for Raymond are audiobooks and phonetic reading software (Jamshidifarsani et al., 2019). Audiobooks allow learners to follow the text and associate it with the audio to understand how certain letters are pronounced. With this software, Raymond will note the differences in pronunciation between letters such as ābā and ādā, which is a crucial element of language decoding. A phonetic reading software will help Raymond to relate what they wanted to write to the actual spelling of the word, helping him to develop good writing skills.
Conclusion
In conclusion, reading and writing are significantly associated with the decoding abilities of learners. Oral language plays a vital role in literacy development among preschoolers. By continuously reading and articulating letters in words, pupils develop compelling reading and writing skills. Preparatory sets, individual readings, summarization, and note-taking are some techniques that can be supplemented by assistive technologies such as audiobooks and phonetic software for improved outcomes.
References
Hjetland, H. N., LervƄg, A., Lyster, S. A. H., Hagtvet, B. E., Hulme, C., & Melby-LervƄg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), Web.
Jamshidifarsani, H., Garbaya, S., Lim, T., Blazevic, P., & Ritchie, J. M. (2019). Technology-based reading intervention programs for elementary grades: An analytical review. Computers & Education, 128, 427-451. Web.
Wang, Z., Sabatini, J., O’reilly, T., & Weeks, J. (2019). Decoding and reading comprehension: A test of the decoding threshold hypothesis. Journal of Educational Psychology, 111(3), 387-401. Web.