Language Development

Literature Review: Language Development in Grades K -- 3

Six research studies discussing issues related to the language development of young children from the pre-kindergarten through third grade age cohort were identified in the literature as suitable for inclusion in this analysis. Each article will be briefly reviewed and critiqued. A synthesis of concepts identified in the article will conclude the report, which identifies early intervention as key in resolving any early childhood language development deficiencies or problems that a child may present.

Qi and Kaiser (2004) noted that children from low income households are at increased risk for significant language and behavioral problems, mandating early intervention to provide for maximization of learning outcomes. These researchers used multiple behavioral assessments to examine the behavioral profiles of 60 3 to 4 year-old children enrolled in a Head Start program and to compare behavior characteristics of 32 children with language delays with those of 28 children with typical language development. Results of the study, which was somewhat limited with respect to sample size, target site, and socioeconomic status of children, revealed that children with language delays exhibited more problem behaviors and poor social skills than did children with typical language development.

Rafferty, Piscitelli, and Boettcher (2003) described progress in langue development and social competence among 96 preschoolers with va

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an excellent point about what must be included in preschool and early childhood classroom that serve language minority students. Despite the controversy over bilingual programming or minority language-only programming, it is quite clear that the most important language development activities in early childhood programs must focus on the overarching task of improving literacy skills. Moving children too rapidly into an English language classroom without adequate attention to textual materials that can facilitate the acquisition of literacy skills in the primary language is counterindicated. The fourth study to be reviewed herein was developed by Bergeron, Wermuth, Rhodes, and Rudenga (1996). These authors discussed a collaborative thematic program that uses theme-based, integrative learning experiences with a focus on real life contexts to help young, disadvantaged children strengthen language skills. The authors noted that such a model emphasizes the importance of building a vocabulary and language concepts through such techniques as shared readings, prop boxes, and sessions on concepts related to feelings. The experiential component of the program initiates group participation in a number of hands-on activities. The

Category: Psychology - L