The article I have chosen is called ‘Shush folks, we’re trying to read’. It was written by Anna Patty from The Age, and published on February the 5th, 2010.
This article talks about how when reading to children, adults usually will just read through the book, without no interaction or input from the child, like asking them questions about what is being read. This greatly disadvantages the child’s potential to further develop their language skills, particularly for those children with language difficulties. However, a new study By the University of Sydney have found that children with below-average language skills performed almost as well as their normally developing peers after their parents changed their way interacting with them. From this study, Dr Colmar says ‘A lot of parents were not giving the children enough breathing space to speak. That is not enough when the child has a language problem. When adults were taught to speak less, children were able to speak more’.
This article refers to the stage 4: Multi-word stage as the children discussed are ages 4 to 5. When parents read to children and they are the ones speaking most of the time, this may slow down the child’s language acquisition; particularly stage 4 as the children are not given the time to speak for themselves, only to observe and not being able to develop and exercise their utterances.
Because of the neglect of parents letting their child talk about what is happening in the book, the theories cannot be met, in particular the behavioural and innate approach. The behavioural approach is where children learn to speak by imitating the language they hear around them, borrowing vocabulary and structures from the adults around them, but when parents continue to speak without the input of the child, the approach cannot be supported, as it requires for the child to talk for themselves and... [continues]
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