Oral Language in a Literacy-Based Intervention
The problem of practice I studied in this investigation was how to effectively and intentionally merge oral language support with a comprehensive literacy-based intervention (Reading Recovery®) for a student population exhibiting oral language concerns. This mixed-methods study focused on dual and monolingual students with limited language development, which resulted from various root causes. Through my investigation, I sought to evaluate the impact of additional language-related strategies within the literacy-based intervention with the primary purpose of learning advancement and student reading proficiency improvement. I found that explicit instruction in language-related errors and complex book language in comprehensive literacy-related interventions demonstrates a positive contribution to increasing student outcomes.
oral language, literacy, early, intervention, Reading Recovery, Bilingual, Multilingual, and Multicultural Education, Early Childhood Education, Educational Methods, Elementary Education, Language and Literacy Education, Special Education and Teaching
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