Oral language development: using text talk with struggling readers in the first grade classroom





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The research question addressed is, how does direct vocabulary instruction using read alouds in a whole class and small group setting, affect the oral language development of struggling readers in a first grade classroom? This capstone details the link between oral language development and its impact on reading ability. Major influences for this capstone include Isabel Beck and Margaret McKeown's book Creating Robust Vocabulary. Students in this first grade classroom received direct instruction using the Text Talk strategy in order to learn new vocabulary words and increase their oral language. Major findings include: vocabulary instruction should be a core component of teaching reading, learning should be active, instruction should be imbedded, and links to background knowledge and multiple exposures to new words are imperative. All students showed growth in their reading abilities.

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