Receptive language is how we take in and understand language; it is what we hear, see and read. This also includes body language and environmental clues. All these elements help us to interpret a situation and give it its meaning, so that we can understand what is being communicated. We do not need to be able to produce language to receive and understand it, so infants and toddlers understand far more than they can express (expressive language).
Expressive language is our ability to put our thoughts, needs and wants into words and sentences in a way that makes sense and is grammatically correct. A baby’s expressive language to begin with is based on cries and gestures and then moves to sound making, gestures and body language signals. We use this expressive language when we speak and write. When babies and toddlers move to speaking words, they have a limited vocabulary which is why they can get frustrated when we do not understand them.
A good word awareness (receptive and expressive language) is a key phonics skill.
Helping a child build their vocabulary (word awareness – receptive & expressive language) is vital if they are to continue to develop good communication skills. Talking, explaining, sharing and playing are all important as well as making sure that you pronounce words clearly and correctly for a child to hear. A child may not have developed all the skills needed to copy you accurately but they will store the sound pattern information for later use. The more they hear the correct sound patterns the sooner they will start to use them themselves.
Click the link for ‘Tips to Help Develop Word Awareness (Receptive & Expressive Language)’: http://bit.ly/29LajVk
The term ‘Simple View of Reading’ used by schools may seem strange as there is nothing simple about learning to read.
‘The Simple View of Reading’ was adopted by the Government in 2007 and now underpins the English National Curriculum’s programmes of study for reading at Key Stage 1 and 2.
Even though reading, the ability to decode the word and extract the correct meaning of the words, is a complex set of skills; ‘the Simple View of Reading’ conceptual framework (Stuart et al. 2008, cited Hoover and Gough, 1986) reduces it down to two key components:
Word recognition – the ability to decode unknown words and recognise printed words.
Language comprehension – the ability to understand the spoken words and use this process to understand the written text.
Reading Comprehension = Decoding x Linguistic Comprehension
So in theory a child’s reading comprehension ability can be predicted by looking at their decoding and linguistic (spoken language) comprehension abilities (Johnston & Watson, 2007).
When using ‘the Simple View of Reading’ as the basis for teaching reading it becomes clearer as to why:
A high quality phonics scheme is required, which the Rose Report (2006) explains ‘…is not a ‘strategy’ so much as a body of knowledge, skills and understanding that has to be learned.’ (page 20) [This teaches children how to decode.]
A language rich environment to develop and encourage linguistic comprehension is vital.
Rose.J. ’Independent review of the teaching of early reading: final report March 2006’ Pub: DfES Publications
‘The simple view of reading and evidence based practice’ Rhona Stainthorp Institute of Education, Reading University, Morag Stuart, Institute of Education, University of London (2008) Pdf downloaded from internet