Scarborough’s Reading Rope illustrates that reading combines intertwined language and word-recognition strands. The language comprehension strand consists of background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge and develops primarily through oral language experiences.

Conversations, storytelling, and rich discussions help children build vocabulary, sentence structure, and thinking skills that make reading meaningful. These skills strengthen the language comprehension strand of Scarborough’s Reading Rope, which allows children to more easily understand and connect with what they read.

It is important to focus on oral language development in personal and academic settings. When we provide space for children to talk, listen, and engage in meaningful dialogue, we help them speak better and lay the foundation for lifelong reading success.

Children enter school with a range of oral language abilities. Students with less exposure to oral language have greater challenges when learning vocabulary, sentence structure, and the ability to infer meaning within a text (Snow, Burns, & Griffin, 1998).

Research shows that oral language deficiencies can translate into academic challenges that become more evident in subsequent years. If oral language deficits are not identified early, it can become increasingly difficult for learners to keep up with complex reading texts (Hulme & Snowling, 2013). Providing rich oral language opportunities at the start of a child's educational journey helps to fill the deficiencies and support later reading attainment. 

Reading comprehension is based on more than recognizing words on a page. Rather, it requires a deep understanding of language developed through rich oral experiences. Strong oral language skills help children understand what they read by strengthening vocabulary, background knowledge, and the ability to process complex sentence structures (Hulme & Snowling, 2013). Without these skills, children may read fluently but fail to grasp the meaning behind the words. In the instance below, the questions that the teacher is asking encourage students to use their oral language skills to process the story, connect new vocabulary with their experiences, and infer meaning from the context.

For example: If a class is reading a story, the teacher could pause at strategic points to ask open-ended questions, such as: 

• “Have you heard this word before? What do you think it means?”
• “What do you think makes the character feel this way?”
• “How would you feel if you were the character in this story?”
• “Can you predict what might happen next?”

Effective literacy instruction must integrate phonics with opportunities for students to develop oral language through discussion, storytelling, and interactive learning experiences.

Children raised in language-rich environments have a large advantage in vocabulary development and background knowledge compared to those who do not have the same exposure. Research shows that children from households with lower language exposure hear 30 million fewer words than their peers by age four. This gap in early language exposure translates into disparities in reading proficiency and academic success (Hart & Risley, 1995).

Early intervention is necessary to close the gap in oral language. Children who engage in meaningful conversations, listen to stories, and participate in language-based activities build the linguistic foundation for reading success. Schools and caregivers are critical in providing these experiences to ensure all children have equitable opportunities to develop strong language skills (Snow, 2010). 

Oral language is fundamental to thinking, reasoning, and expressing ideas. Children who develop strong speaking and listening skills are more confident academically and socially. They are able to articulate their thoughts clearly, engage in discussions, and interpret information more effectively (Biemiller, 2006).

Additionally, beyond literacy, strong oral language skills prepare students for success in life. Oral language competence is linked to problem-solving abilities, social interactions, and future career success. When educators and caregivers prioritize oral language development, they support literacy and foster communication skills that students will use throughout their lives (Hulme & Snowling, 2013). 

The Takeaway: Early literacy is built on strong communication skills. When children are exposed to rich language experiences, they acquire the vocabulary, background knowledge, and reasoning abilities to understand and interact with text. Prioritizing oral language development alongside structured literacy practices lays the foundation for lifelong reading success.

References:
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes Publishing.
Hulme, C., & Snowling, M. J. (2013). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7(1), 1-5. https://doi.org/10.1111/cdep.12005 
Moats, L. C. (2020). Speech to print: Language essentials for teachers (3rd ed.). Paul H. Brookes Publishing.
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452. https://doi.org/10.1126/science.1182597 
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academies Press.