At home much of what is said is predictable, redundant, and tightly bound to contexts. When Sour neither gains access to your messy bedroom, you don't have to be a proficient linguist to comprehend that she is saying' The context determines the message. Parents regulate the speed and complexity of their verbal utterances to meet the processing capabilities of their child. The teacher must calibrate the rate and complexity of her language to match the capacities of the average student. Progressively and insidiously language demands grow.
Language increasingly intrudes in all academic skills.
During the early grades, while children are acquiring basic decoding skills for reading, they need to have a good sense of phonology or language sounds. Once they are able to master such sounds, associate them with visual symbols, and tease them out and recombine them to form words, they have overcome the decoding barrier. They need to become adept with syntax or word order, so that they can derive meaning from complex sentences in texts. In third and fourth grade, the language sophistication of reading a book is generally less sophisticated than the language of everyday conversation. In fourth grade such language reaches a higher level, but much of what a child reads confirms what he or she already knew.