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ERIC Number: ED466543
Record Type: Non-Journal
Publication Date: 2002
Pages: 9
Abstractor: N/A
Reference Count: N/A
Oral Communication in the Reading Curriculum.
Ediger, Marlow
Oral communication and reading correlate well with each other. Objectives, established by the teacher, must be clearly stated and should be challenging, but achievable for students. They need to stress knowledge, skills, and attitudinal objectives with a balance among these three categories. Objectives to be stressed are that students need to: speak clearly so that listeners understand that which has been stated orally; enunciate content with appropriate stress, pitch, and juncture; have ideas in mind pertaining to what is being communicated; be respectful of the thinking of others; assist committee members or groups to be successful in collaborative endeavors (in which all should participate); emphasize proper grammar and usage in orally presenting ideas; use appropriate syntactic and semantic structures in sentences; work harmoniously with others in collaboration; and help in having recognition needs of all met. A variety of learning opportunities for student interests, personal needs, and purposes in oral communication must be in the offing so that objectives may be achieved. Basal reading approaches have numerous opportunities for students to develop oral language proficiency, and personalized reading has much to offer also. In addition, the experience chart procedure in teaching reading has recommended oral language activities, as does the Big Book approach. Also, reader's theater may be implemented, generally on the intermediate grade level. Home and school need to be integrated; at parent/teacher conferences the teacher and the parents must agree on children reading aloud to the former as a goal for the ensuing school year. (Contains 11 references.) (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A