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Research paper and Report: Each person will present a research paper of no less than 3000 words, cover page and reference page on the topic:"Supporting Language Development through Storybook Reading with Young Children". Your paper should be typed double space, and referencing should be done in content and at the end of the paper. APA style should be used. Based on the knowledge gained during your research and writing of the paper, apply this knowledge practically by doing the following: a) Select a book to share with an infant or toddler. After you have shared the book with the infant or toddler, write a summary report of your experiences. Indicate which aspects of language were emphasized during your book sharing.

Introduction
The discoveries are enticing and quite encouraging for both the listener and the reader each time a reading activity is done. Its automatic, quick responsive attention is gained Huddersfield Daily Examiner (Huddersfield, England), 4/22/2008. Byline. It has been discovered that through these method children relate spontaneously and question to unfamiliar words. The term Structural analysis (in reading) is where one is giving the opportunity break words down into their base components, root, prefix, and suffix, to enable the child to try to better understand them. Resources are limitless to

Methods available to decide on based on learning compatibility appealing to educated Teaching and supporting students language development is like coaching a sport. The students are the ones running around with the ball reading, writing, speaking, listening, viewing, and presenting doing language. The teacher, as language coach, has the job of analyzing and assessing what the students can do right now, establishing what they need to be able to do, and finding strategies for teaching them those skills. Students need plenty of practice with each skill, and they need to be able to put the skills together into a whole game that of language use and interaction in relation to curriculum learning. Teaching and learning language involves moving in a cyclical progression through language that uses increasingly sophisticated vocabulary and increasingly complex text features and structures. Teachers need to ensure that their students notice these aspects of language and how they are used, and they need to provide feedback on students efforts to use the new language they are coming to grips with. Note that the term feedback has specific connotations when used in the context of language learning for example, in the related terms explicit feedback and implicit feedback, and in the concept of a recast. All curriculum learning is expressed through language, and language learning should be integrated with curriculum learning rather than developed through isolated programmes. Just as teachers develop ICT skills through all curriculum areas, they can plan to support language development throughout the school day. Planning in this way caters for the diversity of bilingual Pasifika students language achievements and needs. All teachers not just bilingual teachers can plan ways for their bilingual Pasifika students to draw on and use their Pasifika languages in the school context.

I. Introduction - Thesis: Ingestion, digestion, and absorption are the three major steps involved in the digestive process

Reading to even the youngest child will:

Introduce sounds, words and language Provide a chance for closeness and cuddling Instill a love of books and language Stimulate her imagination Bridge the gap between adults and children Open up new worlds Make him want to learn to read because it helps him love books

The National Commission on Reading wrote in 1984 that, "The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children." Research also tells us that all good young readers share the following characteristics:

They have had a lot of experience with print They have heard complex uses of language, both in print and orally

They have learned that there is a general relationship between printed words and spoken sounds They have had many, many books read to them

ust 20 minutes a day reading aloud with young children strengthens relationships, encourages listening and language skills, promotes attention and curiosity, and establishes a strong reading foundation. These skills are essential for success in school and in life. It takes hundreds of hours of lap time for a child to acquire the pre-literacy skills necessary for learning to read early and well. From birth to age five, the pleasant activity of listening to and talking about stories trains a child's brain, ears, and eyes for eventual success in learning to read. The early years set the stage for later learningthe single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.
Becoming a Nation of Readers: The Report of the Commission on Reading

Once a child begins to read, it is essential to continue reading aloud together. Like other skills, reading is mastered over time, with lots of practice, and with the help of another person. There is practically no way to do it wrong, but there are ways to do it better. We are here to help you. The routine of sharing books together creates lifelong readers. The magic of this process is the simplicity of action. Any adult can do it, in just about any place, with little or no expense. It doesn't matter what language is spoken. Non-reading parents can make up stories to go with the illustrations. The essential elements are

scheduled time with books and a positive attitude! Make reading together the most important - and happiest - 20 minutes of your day!

How To Read Aloud to Your Child

By Elizabeth Kennedy, About.com Guide When you read aloud to your child, is it a rewarding experience or an exercise in frustration? Here are some ways to help ensure an enjoyable experience for both of you when you read aloud, with children's books that make great read alouds and effective reading aloud techniques. Difficulty: Easy Time Required: 20 minutes Here's How: 1. You don't have to wait for your baby to get to a certain age to begin reading children's books to him. Start now! 2. Continue reading aloud to your child until he is at least 10 years old. Children continue to benefit from listening to others read long after they themselves have learned to read children's books. 3. For young children, children's books with rhyme, rhythm and repetition are excellent. Be sure to read Mother Goose rhymes often. 4. Be consistent about reading aloud to your child. Do it daily and, if possible, about the same time every day. Reading children's books right before bedtime often works well. 5. If you have several small children, you can read to them together. Picture books work well for this. 6. Don't be surprised if your children want to hear a favorite children's book again and again. That's fine. As they get to really know the story well, have them fill in words for you. 7. Try to choose children's books that are above your child's reading level but at the child's interest level. 8. Some children love reading about the same characters. If that's what your child likes, choose several short books in a series or a longer chapter book. Reading a chapter a night works well. 9. Vary the subject matter of what you read as well as the type. In addition to fiction, you might also read poetry, magazine articles and non-fiction. 10. Try to find children's books that match your child's interests. Get suggestions from the children's librarian at your school or public library. Check with a bookseller at your favorite bookstore. 11. If your children are several years apart you will need to read to them individually as they get older to ensure that each children's book you choose is at the appropriate reading and interest level for each child. 12. As your child gets older and gains in reading ability, occasionally pick a book right at her reading level and take turns reading to one another.

Tips: 1. When reading a chapter of a children's book each night, always review what happened in the previous night's chapter before starting a new chapter. 2. When you begin reading aloud to a baby, you will only be able to keep your baby's attention for a few minutes. That's to be expected. 3. As children mature, so do their attention spans. What You Need:

children's books time enthusiasm

Reading to even the youngest child will:

Introduce sounds, words and language Provide a chance for closeness and cuddling Instill a love of books and language Stimulate her imagination Bridge the gap between adults and children Open up new worlds Make him want to learn to read because it helps him love books

II. Food is ingested. A. Food enters the mouth. B. B. Food is chewed. C. C. Food is ready to travel to the stomach.

III. Food is digested. A. Food is mixed with acidic gastric juices in the stomach.

B. B. The partially liquid food moves from the stomach to the small intestine. C. C. Enzymes are secreted. IV. Absorption A. The digested food passes through the walls of the small intestine. B. B. The digested food is absorbed into the bloodstream. V. Conclusion Paraphrased Thesis: The digestion process involves three major steps: ingestion, digestion, and absorption.

Phonology
Phonology is the study of sounds in a language. Phoneme: the basic unit of sound.

Pragmatics
Pragmatics is the study of the use of language. Deals with the intentions behind the utterances.

Semantics
Semantics is the study of the meaning of language Morpheme: The smallest unit of sound to carry meaning.

Syntax
Syntax is the study of the structure of language and how words can be formed to create gramatically correct sentences.

Competencies
Linguistic Competence
-Acquired when a person has achieved all four aspects of language (phonology, pragmatics, semantics, and syntax).

Communicative Competence
Aquired when they can apply this in their everyday speaking. When one can use L.C.

appropriately in a variety of social situations.

APPENDIX B: STUDY FLYER

Literacy Skills of Head Start Children

The purpose of this study is to learn how much children can learn in the areas of phonemic awareness, print awareness, vocabulary and story retelling when teachers use repeated readings. If you have any questions about this study you may contact Patricia Brazier-Carter, LSU Graduate Student, at 772-9909 from 9:00 am to 4:00 pm Monday thru Friday. This study will take place at your childs Head Start Center. Four Head Start teachers will read storybooks daily for six weeks. Training will be provided for the teachers to assist them with techniques to elicit the desired responses. Each book reading will require approximately 15-20 minutes per day. Teachers will be videotaped 7 times, once at the beginning and at the end of each of the 6 weeks. This study will help speech language clinicians and Head Start teachers learn about the literacy skills of Head Start children and help understand what types of intervention techniques and materials are the most successful. There are no known risks associated with participating in this project.

Active Listening Skills Behaviors used to listen, attend to the person speaking, and to Understand. These include, but are not limited to: facing the speaker, removing distractions, demonstrating attentiveness, asking questions, and Summarizing. Adverb An adverb is a part of speech. It is used to modify a word or phrase which modifies the verb. Aphasia
attention getting

Analysis 1. Level four of Blooms Taxonomy of Educational Objectives. 2. Separating into basic parts for detailed study. 3. The detailed examination of anything complex. 4. In literature, the study of a work through an examination of its components parts and their interrelationships. Assonance The resemblance of sounds in words or syllables, particularly the closely recurring vowel sounds in stressed syllables of poetry (e.g., fleet feet sweep by sleeping geese). APA The Style manual for documenting the use of sources in researched writing that is prescribed by the American Psychological Association.

Authentic Assessment Portfolio assessments, performance evaluators, open-ended exams, and other assessment instruments used to evaluate student performance on those work and life skills embodied in the Content Standards and Benchmarks. Benchmarks

A statement of what all students should know and be able to do in a content area by the end of designated grades or levels. The grade groupings used for this purpose are kindergarten-grade 4; 5grade 8, and 9-grade 12 checkpoints for evaluating progress towards achieving the content standards. Bias A personal belief or stance on a subject. In literature, bias is often tied to the author's point of view. Bibliography An alphabetical listing of ALL works consulted. Citation Format A formal method for recognizing the borrowing of written or spoken words form an authority, either paraphrased or directly quoted. Common formats include, but are not limited to, APA and MLA styles. Connotation Suggested and associated means added to the literal meaning of a word or phrase. Connotations have context- and usage-derived meanings. Content Standards A broad description of the knowledge and skills students should acquire in a particular subject area. Context (ual) Clues Cues to the meaning of an unfamiliar word that occur in the sentence(s) or paragraph(s) in which the word appears. Criterion An established standard by which something may be judged or examined. Decoding The process that a reader used to recognize new words and meaning (e.g., phonics, words patterns, structural analysis, context clues). Deductive Reasoning Reasoning from the general to the specific. A conclusion is shown to proceed logically from a general truth. Denotation The literal (dictionary) definition of a word. Descriptive Writing

Writing that uses concrete and specific detail that appeals to one or more of the reader's five senses.

Diction The use and choice of words in a piece of writing. Diction is also enunciation. e.g. Exempli gratia for example (not intended to be a complete list). Etymology The study of word origins. Explicit Clearly stated, distinct, fully and clearly expressed. A literary work leaves nothing implied; everything is clearly and directly stated. Expository Writing A mode of writing that is informational in nature. It is used to explain, describe, or tell about something. Figurative Language Language enriched by word images and figures of speech; not literal in its intent but designed to make the reader take and imaginative leap to understand the authors point. Fluency The ability to orally read words or express ideas with clarity and ease. Format Specification that determine the physical appearance of a written piece (e.g., margins, typeface and size, title, subheadings). Genre 1. A category of class of artistic endeavor having a common artistic for or content. 2. In literature, genres include the following: short story, drama, novel, fable, biography, and poetry, epic. Graphic Organizers Visual aids (e.g., Venn diagrams, webs, K-W-L) used to arrange generated information in an orderly manner. Graphophonics

Connecting the sound of letters or words to the shape of letters or words. Hyperbole 1. Obvious and deliberate exaggeration. 2. A figure of speech not intended to be taken literally (She has taught English for a hundred years!) Idioms 1. Language, dialect, jargon or style of speaking representative of a group of people. 2. Phrases or constructions with meaning different from the usual meaning of the words. i.e. Id est that is. All examples are included in the listing. Implicit Not specifically stated; not expressed in direct terms; implied or inferred. Inductive Reasoning Reasoning from the specific to the general. A general truth is inferred from the observation of specific facts. Inference A judgment or conclusion based on evidence presented. Irony A literary technique for implying, through words, plot or character development, that the actual comments or situation is quite different from what is asserted. Jargon A vocabulary common to a particular field of work or group of people. For example, the language used by doctors to discuss their work is different to the language used by lawyers to discuss their work. K-W-L An investigative technique (what you know; what you want to learn; what you learn). Meta-cognitive To understand how one knows or learns something. To understand the process one engages in to acquire knowledge. MLA The style manual for documenting the use of sources in researched writing that is prescribed by the Modern Language Association.

Narrative Writing A rhetorical strategy. Narrative writing tells a story or part of a story. Non-written Text Graphics, pictures, or any visual images that are an intricate part of the message of the text. Information delivered by means other than writing (see Visual Representations). Persuasive A mode of writing or a spoken text, the purpose of which is to prove something to be true, credible, or worthy. Arguments may be explicit or implicit, but the purpose of a persuasive argument is to convince and audience to adopt a belief or perform a desired action. Phoneme The smallest part of spoken language that makes a difference in the meaning of words. Phonemic Awareness The ability to hear, identify, and manipulate the individual sounds phonemes in spoken words. Phonics The understanding that there is a predictable relationship between (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language). Primary Sources A source of information of direct or immediate importance; first hand knowledge. Proofread Evaluation of the mechanics of writing. Performance Standards (indicators) Concrete examples and explicit definitions of what students have to know and be able to do to demonstrate that such students are proficient in the skills and knowledge framed in the content standards: degree or quality of student performance within content standards students are expected to achieve at grades K-4, 5-8, and 9-12; and how adept or competent a student demonstration must be to indicate attainment of the benchmarks on the way to the content standard. Persuasion A rhetorical strategy. Persuasion works to enlighten a reader/listener about an alternative point of view or into changing his/her opinion on a subject.

Point of View In literature, it is the position from which the story is told. In writing, it can be first (I, we), second (you), or third (he/she/it or they). Prefix An affix (a letter or group of letters) that comes before a base or root word, such as pro at the start of proclaim. Rhetorical Strategy The strategy or plan selected to effectively deliver the intended message in a written piece of work. Secondary Source The sources used to support the main source. For example, magazine articles or encyclopedia entries. These sources support the main ideas of the main source, but do not show the same authority and thoroughness in discussion of a subject as primary sources. Six Strategies for Improving Comprehension Monitoring comprehension, using graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing. Slang Casual language. Informal English. Spiraling Framework Concepts and skills introduced and acquired at a particular time continue to be reinforced and enhanced. Standard English The style of spoken and written English used in most schools, businesses, and government organizations in the United States. Standard English varies geographically and culturally, but maintains a fairly uniform grammatical structure. Story Elements Character, plot, theme, setting, conflict. Summarize 1. To draw together main ideas in a brief, but comprehensive form. 2. To tell the main points briefly. Synthesis

1. The fifth level of Blooms Taxonomy of Educational Objectives. 2. The combining of elements into a single unified whole. 3. The formation of a novel thought, idea, product or perspective from pieces of information. Technical Writing Writing for the purpose of communicating scientific for technical information or instructions to a specific audience. Text A written, printed document. Thesis Statement The main point or argument of which and author or speaker tries to convince and audience through writing or speech. Visual Representation 1. Visual aid. 2 text aid. 3. pictures, maps, illustrations, etc., which enhance, clarify, or convey meaning. Vocabulary A list or collection of words and definitions, or the language used by a specific group. Writing Process Prewriting, drafting, revising, editing, publishing. Works/Sources Cited Alphabetical listing of bibliographic entries of resources actually consulted in the preparation of a researched paper or project.

aphasia attention getting axons behaviour benchworks communication loop conditioning conjunction conjunction considerable variation contextual contextualization controlled language dendrites dialogue idiosyncratic egocentric eye contact holophrastic dimorphs imitative infant inflectional intonation malformations maturation morphemic neurologist noun object permanence operant otitis perceive precursors piglet pragmatic pragmatic preposition pronoun prosody prosody protowords prepositions repertoire responsiveness schematic schema

semantic subordination suffix synapse syntax telegraphic speech toddler utterance verbal mapping verbal mapping Vygotsky vocalization vocal play zpd

APPENDIX C: TEACHER CONSENT ____________________Teacher Consent Form______________________________ Literacy Skills of Head Start Children The purpose of this study is to learn how much children can learn in the areas of phonemic awareness, print awareness, vocabulary and story retelling when teachers use repeated readings. If you have any questions about this study you may contact Patricia Brazier-Carter, LSU Graduate Student, at 772-9909 from 9:00 am to 4:00 pm Monday thru Friday. This study will take place at your childs Head Start Center. Four Head Start teachers will read storybooks daily for six weeks. Training will be provided for the teachers to assist them with techniques to elicit the desired responses. Each book reading will require approximately 15-20 minutes per day. Teachers will be videotaped 7 times, once at the beginning and at the end of each of the 6 weeks. This study will help speech language clinicians and Head Start teachers learn about the literacy skills of Head Start children and help understand what types of intervention techniques and materials are the most successful. There are no known risks associated with participating in this project. This study is confidential. All materials will be coded and childrens names and personal information will be kept secure. Results of this study may be published, but no names or identifying information will be included for publication. Participant identity will remain confidential unless release is legally compelled. Participation in the study is voluntary, and a teacher will become part of the study only if you agree to participate. At any time, you may choose not to participate or to withdraw from the study at any time with no jeopardy to services provided by their Head Start Center or other penalty at the present time or in the future. Signatures The study has been discussed with me and all of my questions have been answered. I may direct additional questions regarding study specifics to the investigators. I agree to participate in the study described above and acknowledge the researchers obligation to provide me with a copy of this consent form if signed by me. _______________________________ _________________________ Teachers Signature Date Teachers Name____________ Gender_________ Race_____ Teachers Educational Background _________________________ Have you attended any literacy workshops? __yes __no If yes how many?____ If you would like us to send you the results of this study, please write down your address here.

http://etd.lsu.edu/docs/available/etd-06032008133935/unrestricted/Trish_Final_Dissertationjune5.pdf

http://childrensbooks.about.com/cs/readalouds/ht/readaloud.htm http://www.mothergooseprograms.org/activities/1950.pdf http://www.mothergooseprograms.org/literacy.php