Assessing Young Children's Oral Language: Recommendations for Classroom Practice and Policy

Autor/inn/en	Malec, Alesia; Peterson, Shelley Stagg; Elshereif, Heba
Titel	Assessing Young Children's Oral Language: Recommendations for Classroom Practice and Policy
Quelle	In: Canadian Journal of Education, 40 (2017) 3, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Foreign Countries; Young Children; Oral Language; Language Tests; Indigenous Populations; Educational Research; Early Childhood Education; Meta Analysis; Action Research; Reading Comprehension; Vocabulary; Syntax; Communicative Competence (Languages); Language Acquisition; Literature Reviews; Canada + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Sinti und Roma; Bildungsforschung; Pädagogische Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Meta-analysis; Metaanalyse; Projektforschung; Leseverstehen; Wortschatz; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sprachaneignung; Spracherwerb; Kanada
Abstract	A systematic review of research on oral language assessments for four-to-eight-year- old children was undertaken to support a six-year action research project aimed toward co-creating classroom oral language assessment tools with teachers in northern rural and Indigenous Canadian communities. Through an extensive screening process, 10 studies were assessed as highly rated and identified for inclusion in the final review. Narrative, vocabulary, and syntax assessments were the most common assessment types found in the final review. Assessment practices in all studies in the final review involved gathering language samples in one-on-one adult-directed contexts. The systematic review also revealed that a preponderance of the research on young children's oral language assessment has been published in speech-language pathology and language testing journals. Although educational researchers recognize the importance of oral language to children's literacy and learning, there is a paucity of research on oral language assessment conducted by educational researchers and published in educational research journals. Implications to policy and classroom practice include recommendations for increased research collaboration between speech-language pathology researchers and literacy researchers along with input from early childhood educators to develop oral language assessment instruments that support children's oral language in classroom settings. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse-scee.ca/csse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01