Reading Begins with Oral Proficiency

Developing Verbal Skills to Support Early Reading Efforts

Apr 12, 2009

There is a recognised link between oral language and reading, and parents play an important role in helping children to talk in order to achieve reading success later on.

According to Zhang & Aiex (1995), “the literacy learning process actually begins with speaking.” The acquisition of language ability first takes place in oral language and is later transferred to the written form of communication.

Adult Talk

Parents and caregivers serve as language models for the young language user. The young child requires language input, both in terms of quality and quantity. The everyday adult-child interactions engage the child in various forms of language acts that include narratives, explanations, imperatives, directions, questions as well as sharing of opinions, wishes and ideas. Such experiences with conversing adults expose the child to the vocabulary and grammatical structures required to communicate meaning in speech. Vocabulary, for example, is critical for reading comprehension. According to Dockrell, Stuart & King (2004), “vocabulary assessed at age six is a strong predictor of reading comprehension at age 16.”

Let the Child Talk

Oral proficiency develops with practice. Neuman and Roskos (1993) state that “young children come to understand how oral language works by participating in talk, using whatever linguistic resources they have at the time” (p. 51). This simply means that children need to talk. For infants, this may well be the coos, gurgles and babbles that come in as they respond to adult talk during bath or feeding times. Do encourage and delight in these early communication acts of the child.

Be equally supportive when they move on to single word utterances such as car to communicate their desire to go on a car ride and much later on when they launch into full scale stories on the tyrannosaurus rex that roamed the earth millions of years ago or what happened in the latest episode of television series Hannah Montana.

What to Talk About

Children need freedom to express themselves, and they may also need ideas on what to talk about. Have them talk about themselves. Everyday routines such as dressing and meal times are excellent avenues for parents to value the opinions, likes or dislikes as well as suggestions of their children. Let them voice their feelings and doubts. Help them talk through their excitement or anxiety of their first day at school, their first tooth loss or the ups and downs of the fragile friendships with their school mates.

Provide toys and manipulatives that stimulate conversation. Dramatic play material such as a doll set, building blocks, playdoh or model cars will also work well.

Extend their experiences. A shopping trip to the Mall, a visit to grandma's or a day at the beach will provide children plenty to talk about. Allow for socialisation with other children, perhaps at the playground.

Book readings are also excellent for generating rich talk. Choose books that allow for interactive experiences. Go for picture books with illustrations that the adult and child will enjoy discussing. Characters and story lines can also stimulate talk as the adult leads the child to respond to the situation in the book. Books must be developmentally appropriate to encourage the child to relate his or her experiences to the book.

Use book experiences to lead on to story retelling and dramatization, which are wonderful activities that stimulate verbal expression. Simple props, pictures and puppets may be used to support the child in these verbal activities.

Similarly, discuss with the child what is viewed on television. Such a discussion makes television viewing less of a passive language experience.

In short, children need to talk, and adults need to support them in their speech efforts in the early years. In so doing, the foundation is laid to ease the child into literacy learning.

Dockrell, J, Stuart, M & King, D. (2004). “Supporting early oral language skills”. Literacy Today, 40.

Neuman, S B & Roskos, K. A. (1993). Language and Literacy Learning in the Early Years: An Integrated Approach. Orlando, Florida: Harcourt Brace College Publishers.

Zhang, H & Aiex, N K (1995). “Oral Language Development across the Curriculum, K-12.” ERIC Digest #107. Bloomington, Indiana: ERIC Clearinghouse on Reading English and Communication.

The copyright of the article Reading Begins with Oral Proficiency in Early Childhood is owned by Carolyn Marie Choo. Permission to republish Reading Begins with Oral Proficiency in print or online must be granted by the author in writing.