Who doesn’t love a quiet class?
But for early literacy development, a child’s ability to speak and make meaning from words—is the foundation for reading and writing. “Children’s speaking and listening lead the way for their reading and writing skills, and together these language skills are the primary tools of the mind for all future learning” (Roskos, Tabors, and Lenhart, 2009).
Oral Language is the Foundation of Literacy
Vocabulary, syntax, and pronunciation underpin both decoding and comprehension. Research shows that deficits in oral language are among the strongest predictors of later reading difficulties (Catts, Adlof, & Ellis-Weismer, 2006; Snow, 2010). Oral vocabulary builds the semantic networks needed for comprehension (Castles, Rastle, & Nation, 2018).
For English learners, decoding without oral support leaves words meaningless (Goldenberg, 2008). Similarly, struggling readers and students with learning disabilities need explicit connections between spoken and written language. Integrating pronunciation, vocabulary, and oral practice with phonics strengthens both word recognition and comprehension.
“Sounding out” Words Without Meaning Doesn’t Work
In the Simple View of Reading (Gough & Tunmer, 1986), define reading comprehension as the product of decoding × language comprehension. They emphasize the critical role of oral language development as a key component of reading proficiency.
Researchers caution that many literacy programs focus too narrowly on phonics and silent fluency while underemphasizing speaking, listening, and oral vocabulary Moats (2020). This leaves students with the ability to decode words without truly understanding them—a gap especially problematic for English learners, struggling readers, and students from disadvantaged backgrounds.
Why K–2 Grades Matter
The early grades are the most critical period for oral language development. Yet, by kindergarten, many children already show wide gaps. Hart and Risley (2003) found that children from low-income families hear 30 million fewer words by age 3 compared to their more affluent peers.
By age four many students from disadvantaged backgrounds have already fallen behind in vocabulary, syntax, and expressive language (Fish & Pinkerman, 2003, 2004). Similarly, English learners often enter school with smaller vocabularies. These gaps widen if not directly addressed in K–2 (Mancilla-Martinez & Lesaux, 2011; Hammer, Lawrence, & Miccio, 2007).
More Explicit Instruction In Oral Expression
If we want every child to become a confident reader, we need to find ways to prioritize oral language — especially in our K–2 classrooms. At StoryWorld, we do this by mixing modalities to assure students get a well-rounded exposure to speaking, listening, and vocabulary practice alongside phonics and reading.
By strengthening oral foundations, we all ensure that students are not just decoding print but helping students make meaning from texts to unlock the power and joy of reading throughout their lives.
Cynthia Harrison Barbera
Cynthia Harrison Barbera is President and CEO, StoryWorld International. She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.
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