Sticht's three theoretical positions linking oral and written language¶

Element · All elements
Evidence · 2 claims (1 for, 1 against) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article cites three theoretical positions from Sticht's Reading for Working supporting the stage sequence: "1. Oral language skills develop to a fairly high level prior tothe development of written language skills. 2. Oral and written languages share much the samelexicon (vocabulary) and syntax (grammar). 3. Beginning readers draw upontheir knowledge of oral language in learning to read." These positions ground the claim that literacy builds on oral competency and are used to argue foreign language teaching must respect the sequence.

Design Implications¶

Context¶

Requirements¶

• The positions are drawn from Sticht's reading research with native language learners

Constraints¶

• The article presents them as supporting theory, not as findings tested on foreign language learners

Target Learners¶

• beginning readers
• native language learners

Target Learning Goals¶

• reading development
• literacy instruction

Claims¶

• A 1997 conference paper reports, citing Sticht, a positive correlation between preschool oral language skills and later reading achievement [+W]
• The author of a 1997 conference paper reports finding no research supporting reverse transfer of skills from literacy to oral language [-W]

Related Elements¶

Examples¶

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Key Sources¶

• Neiburg, Michael S. (1997). Following Native Language Acquisition. Paper presented at the Annual Meeting of the Japan Association for Language Teaching (23rd, Hamamatsu, Japan, October 11, 1997). https://eric.ed.gov/?id=ED417613