Is
there a significant relationship between students’ oral language
competence and their writing skills or are these in fact quite separate
domains? Using NEMP data from 2002, this probe study examines the possible
interrelationship between oral and literate strategies in students at
Year 4 and Year 8. Several NEMP tasks are reanalysed to investigate whether
oral language proficiency is to any extent a predictor of written language
performance. Various aspects of language use are examined, including both
performance and purposeful, as well as semantic and lexical features.
These findings are paired with student knowledge of discrete grammar facts,
and students’ attitudes to writing and the writing process. Findings
suggest that written and oral language development are closely intertwined.
Developing sophistication in student writing can be seen to anticipate
(or reflect), oral language development. The study concludes that emerging
expertise in writing contributes to students’ overall mastery of
language, both oral and literate.
† I would like to thank Associate Professor Alison Gilmore and Ms Clare van Hasselt (Unit for Studies in Educational Evaluation, Education Department, University of Canterbury) for their generous input into the development of this probe study: Dr Gilmore for guiding the overall study design and undertaking the statistical analysis, and Ms van Hasselt for her professional advice and practical support throughout the 10-week study period. I would also like to thank Dr Philip Catton for his comments and suggestions on the manuscript as a whole.
Judith
Catton
Paparoa Street School
September 2003