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Key Area: Oral Language Skills
Overview Of Comprehension DevelopmentThe ability to understand questions is critical for participation in social interactions and success across all curricu-lum areas. The ability to answer questions of increasing complexity develops over the years.
Questions that 3 year olds should be able to answer
(Blank Level 1).
At this level the questions are literal and based on what is in front of the child. At this level answers tend to be short or nonver-bal (i.e. child can respond by pointing).
Examples: What did you see / hear?What is it?What part is this called?Who is this?Show me...Find one like thisSay thisWhat are you doing?
Questions that 4 year olds should be able to answer
(Blank Level 2).
The child is required to understand or comment on a specific attribute of what is in front of them (e.g. its colour, shape and size).
Examples: What size is it?What colour is it?What is this part used for?What does it taste /feel/ smell like?What shape is it?Where did you get it from?What do you use it for?
Questions that 5 year olds should be able to answer
(Blank Level 3).
The questions become more complex.Children are required to predict, exclude and sequence information.
Examples: How did you make it?How did you feel?What happened next?What else could you have used?How can we tell?What could we use? Why?Why can’t we?
Questions that 6 year olds should be able to answer
(Blank Level 4).
Questions at this level require children to think about what may, might, could or would hap-pen to materials, objects or events, explain how and why, hypothesise and evaluate.
Examples: Why did that happen?What would you do different next time?Why couldn’t you do it this way?What would happen if…?Why did you use…? What could you do?
Questions that 8 year olds should be able to answer
(Barrett’s Taxonomy).
Questions at this stage need to challenge chil-dren to think about projecting their experiences and ideas onto other characters and settings. They include questions which evaluate, infer and show appreciation of a situation.
Examples: Why do you like that one the best?How do you think the girl would feel?Why do you think .... ?What made the boy say that?What should the men have done?If you wer the Mum, what would you have done?
PLD Organisation Pty. Ltd.
This information sheet can be downloaded and distributed providing PLD’s logo and contact details are not removed.
PLD’s programs that develop the above skills can be viewed by searching the codes: Mc3, Mc4, Mc5, Mc6, Mc8 on www.pld-literacy.org
References: Blank, M.R. & Berlin, L. (1978) The Language of Learning: the preschool years. New York, Grune and Stratton.
PLD’s Three Key Areas...to maximise primary school literacy
achievement
Oral Language SkillsOral language refers to the act of speaking and listening which strongly impacts on literacy outcomes. The main skill components include:• Language understanding (semantic and
comprehension).• Vocabulary and grammar.• The ability to organise, sequence and
elaborate upon one’s thoughts (narrative).
Sub skills include:• Comprehension Skills• Speaking and Listening Skills• Narrative Skills• Writing Skills• Semantic Skills
Movement and Motor SkillsThese skills provide the ability to interpret information and form an appropriate motor response. Importantly, the way a child organises and uses their body is a significant part of literacy-based learning.• Perceptual - input/receiving a message.• Motor - output through response.
Sub skills include:• Fine and Gross Motor Skills• Handwriting Skills
Literacy Skills‘Word Attack’ skills are predominately derived from:• Orthographic knowledge - the order and use
of symbols (letters) in written language (eg: the alphabet, phonics, sight words).
• Phonemic Awareness or the ability to ‘sound-out’ words.
Sub skills include:• Phonological Awareness Skills• Alphabet Skills• Spelling and Decoding Skills• Phonic Skills
116 Parry Street, Perth WA 6000, Australia
Tel: +61 (08) 9227 [email protected]
Key Area: Oral Language Skills
Full year programs are available for each: 3, 4, 5, 6 and 7, 8 and 9 year olds. The programs have been designed by Speech Pathologists for use in schools, day care and in the home. Each, full year, program presents the following:
• A comprehension question progress check which can be administered in under 5 minutes.
• A list of recommended picture books specific to each target/age range.
• A set of 30+ comprehension question cards designed to accompany each recommended picture book. Each question card outlines a sample of typical answers so that teachers and parents are clear on what constitutes age appropriate responses.
• An instruction booklet that outlines how the comprehension question card sets can be presented to a whole class, small group or individual home setting.
Visit www.pld-literacy.org to view PLD’s comprehensive range of resources.
3 Year Old Comprehension Questions(Code: Mc3)
4 Year Old Comprehension
Questions(Code: Mc4) 5 Year Old
Comprehension Questions
(Code: Mc5)
6 and 7 Year Old Comprehension
Questions(Code: Mc6)
8 and 9 Year Old Comprehension Questions(Code: Mc8)
Ideal for
home and school
programs
Overview Of Comprehension Development
116 Parry Street Perth WA 6000, Australia
Tel: +61 (08) 9227 0846
www.pld-literacy.org [email protected]
