Ohio Assessments for Educators (OAE) Early Childhood Practice Exam

What teacher strategy would effectively increase oral language use among second-grade students with language delays?

1. Posting a communication tally for each student

2. Scheduling daily morning meetings for personal sharing

3. Setting up small-group activities for discussions

4. Meeting with students individually for feedback

The correct answer is: Setting up small-group activities for discussions

Setting up small-group activities for discussions is an effective strategy for increasing oral language use among second-grade students with language delays. In small groups, students are provided with a supportive and less intimidating environment that encourages participation. This setting allows for peer interaction, which is critical for language development, as it gives students the opportunity to practice their speaking and listening skills in a more relaxed atmosphere. Being in smaller groups facilitates more individualized attention and interaction with peers, which can lead to increased confidence and motivation to express their thoughts and ideas. Furthermore, discussions often revolve around shared topics or prompts, which can make it easier for students to engage and communicate. The collaborative nature of small-group activities promotes turn-taking, active listening, and language use, all essential components in developing oral language skills, particularly for those experiencing delays. While the other approaches, such as posting communication tallies or conducting individual meetings, may offer some benefits, they do not foster the same level of interaction and engagement that small-group discussions provide. Daily morning meetings could be beneficial for building community and providing routines, but they may not give enough speaking opportunities for each individual to advance their oral language skills significantly.