What is Oral Language?
According to Louisa Moats, oral language is the system through which we use spoken words to express knowledge, ideas, and feelings (2010). Simply put, it is the foundation of reading and writing. Throughout their development, children acquire oral language skills through speaking and listening. These skills directly influence their language comprehension and impact other areas of literacy, including fluency, vocabulary, and comprehension.
Frequent exposure to rich language experiences at home and throughout the school day promotes the development of oral language learning while laying the foundation for later success in reading and writing.
The Importance of Oral Language in Literacy Growth
The National Early Literacy Panel has identified oral language development as an important predictor of later literacy achievement (2010). Studies have demonstrated that oral language training led to sustained positive effects on speaking, vocabulary development, and reading comprehension (Rose, 2006).
Oral language skills are correlated with other fundamental skills of early reading success, including phonemic awareness, fluency, and text comprehension. Furthermore, oral language skills may lead to improved career success in the future, as communication and collaboration are essential skills in the workplace.
Early Childhood Language Milestones
Pre-linguistic Stage (0-3 months)
Oral language skills begin to develop in infancy, as soon as caregivers engage in social interactions (Honig, 2007). These first interactions shape how children learn about the world around them. When children are exposed to early language experiences, they naturally develop a complex system of linguistic structures (Lindfors, 1987). The earliest utterances include crying, cooing, and gurgling sounds. Babies respond to sounds and begin to distinguish between different vocalizations. Literacy development starts with these first, early skills.
Babbling Stage (3-6 months)
At this stage, babies combine vowel and consonant sounds, such as “ba-ba” and “ma-ma,” and may experiment with intonation.
First Words Stage (6-12 months)
By the end of the first year, the child begins to use a few recognizable words that consist of nouns and verbs, intended to communicate their specific wants and needs or identify familiar people.
Two Words and Language Explosion (12-24 months)
Once toddlers develop a vocabulary of 50-100 words, they experience a vocabulary boost/explosion where they exhibit a significant surge in vocabulary growth. Studies show that vocabulary development is a significant predictor of later reading and academic achievement (Snow, 2024). Interactive play opportunities offer experiences that foster the development of imaginative mental skills, thereby enhancing oral language skills and literacy development. Props, costumes, and other dramatic play materials allow children to express themes, emotions, and opinions through storytelling by acting out imaginary scenarios.
Complex Speech (Stage 24-36 months)
By the age of two, children begin to learn the rules for turn-taking to be successful with reciprocal oral language conversations. Engaging in conversational exchanges supports the use of complex sentences, word combinations, and complex thinking (Bloom, 1993).
Grammar and Sentences (3-5 years)
In these primary grades, children gain a better understanding of syntax (grammar) and can use complex sentences and increasingly detailed descriptions when communicating. They develop the ability to understand and answer more complex questions. Teachers can enhance vocabulary by providing direct, explicit instruction in word learning strategies and by using multiple modalities (writing, speaking, listening) to target academic vocabulary. Wordless picture books offer a wonderful opportunity for children to activate both inference and creativity, as the “story” is unique to their interpretation.
Caregiver interaction is essential to the development of oral language skills (Honig, 2001). Early on, oral language learning opportunities exist during activities and interactions that naturally occur throughout the day (meals, bathing, play). Once children enter the elementary grades, they will be immersed in oral language experiences throughout the school day.
Key Components of Oral Language Development
Oral language is an essential part of a child’s development. It consists of five primary domains: phonology, syntax, semantics, morphology, and pragmatics.
- Phonology focuses on the sounds of language and how they combine to create words.
- Syntax studies how words and phrases are organized to form sentences.
- Semantics focuses on how meaning is conveyed through words, phrases, and sentences.
- Morphology examines how smaller units, known as morphemes (roots, prefixes, and suffixes), are combined to create distinct meanings.
- Pragmatics covers the social aspect of language, focusing on how communication is used in context to convey meaning.
Assessment Techniques for Language Delays
Effective instruction in oral language begins with effective assessment. Assessment can help to identify at-risk children as early as preschool, making early identification and prevention possible. Teachers can use assessment data to inform decisions about grouping, intervention, and making specific adjustments to target individual student needs.
Assessment procedures can vary from the use of informal questions, picture cards, and observations to identify the child’s receptive skills (ability to understand) and expressive skills (ability to communicate) to standardized tests that are administered by a trained professional (speech-language pathologist). Data can be useful to professionals in recognizing and treating an early language impairment. Continuous assessment and monitoring promote equitable literacy development for all students.
Effective literacy instruction that fosters oral language development is essential for students who exhibit weak communication skills or speak English as a second language (Calderon, 2011). Studies show that English learners can successfully transfer (or “bridge”) knowledge and experiences linked to their first language to their English literacy learning (August & Shanahan, 2006). There are a variety of ways teachers can encourage second language acquisition in the classroom:
- Use cognates and cross-linguistic connections to demonstrate similarities across languages.
- Provide opportunities for exposure and practice of English speaking throughout the school day.
- Read stories with expression and intonation.
- Encourage context-embedded communication about a real, shared experience (i.e., a movie or field trip) to support vocabulary growth and comprehension.
- Explicitly teach words through multiple modalities of writing, speaking, and listening, including visual aids, hand gestures, and photo cards.
- Provide additional support and scaffolding (repeat, rephrase, break learning into steps).
- Support activities where English learners can share photos, drawings, or objects that nurture their cultural identity.
Effective Learning Strategies to Support Oral Language Development in the Classroom
Teachers play a vital role in the development of language in preschool and throughout elementary grades and can encourage language learning in many ways. Vocabulary and grammar serve a vital role in comprehension, as they facilitate the child’s understanding of words and their interrelatedness within sentences and across the entire text (Kintsch & Kintsch, 2005).
Understanding and prioritizing oral language in the classroom across the grades helps support an inclusive learning experience where every student can find success. Implementing learning strategies in several areas can promote continued development in oral language and comprehension skills:
Background Knowledge & Vocabulary
Knowledge and comprehension are partners in reading. When students gain knowledge and experience related to a broad range of topics, text becomes easier to read, understand, and remember. Understanding what students know before reading begins can provide teachers with valuable assessment-driven information.
A simple K-W-L chart can inform the need for pre-reading strategies to enhance students’ schema. Teachers can utilize a variety of other tools to encourage discussion and brainstorming that activate students’ knowledge before, during, and after reading to support comprehension.
- Graphic and semantic organizers
- Semantic mapping
- Semantic feature analysis
- Summarizing with story maps
Language Structures
Activities such as show-and-tell, class discussions, and journaling encourage students to pay better attention to the organization of words, phrases, and sentences while prompting increased interaction with the text. They also offer opportunities to expand vocabulary and grammar usage.
- Use mental state words (know, think, wonder, understand)
- Inferencing
- Turn & talk
- Sentence expansion
Verbal Reasoning
Metacognition is often referred to as “thinking about thinking” and is essentially an exercise for the brain. In addition to helping the reader make connections to self, others, and the world, metacognition paves the way for planning, monitoring, and problem-solving when new information is presented. By modeling their own thinking process out loud, teachers show students how to activate strategies that deepen their understanding of the text.
- Think-aloud and Metacognition
- Comprehension monitoring strategies (re-read, clarify, stop & relate information)
Transform Your Approach to Oral Language Development with IMSE
IMSE’s comprehensive Orton-Gillingham training provides educators with proven, systematic tools to build strong oral language foundations that support reading success. Schools play an essential role in supporting oral language development. Teachers and district leaders can enhance their knowledge of oral language assessment, learn evidence-based strategies for instruction, and gain access to professional resources to ensure that all students receive the support they need to become strong, confident readers.
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FAQs About Oral Language Development
- What are the five key components of oral language development?
The five components of oral language development are phonology, syntax, semantics, morphology, and pragmatics. - How can a child’s oral language be assessed?
Assessments may be informal and include questions, listening, and observation of a child’s receptive and expressive language skills as they engage in story retelling, conversations, and vocabulary identification. A professional may administer formal tests to provide a comprehensive profile of the child’s strengths and needs. - What activities help develop oral language skills?
Caregivers can enhance oral language learning through the use of poetry, rhyming, song, dance, read-alouds, and other wordplay or casual art forms. Interacting with sensory play materials like modeling dough, textured blocks, shaving cream, and sand provides visual, auditory, and tactile stimulation while encouraging a broader understanding and use of describing words. During play, children use vocabulary to describe the size, shape, movement, texture, location, and comparison of various objects. Adults can further encourage elaboration and descriptive language by providing undivided attention, direct eye contact, general interest, and encouragement when children are using their words. - What factors affect a child’s oral language development?
Early language development can be affected by both external factors (environment, language exposure, caregiver interactions, early educational opportunities, bilingualism) and internal factors (health, nutrition, speech-language disorder, genetics).
References
August, D., & Shanahan, T. (2006). Developing literacy in second language learners (Report of the National Literacy Panel on language-minority children and youth). Mahwah, NJ: Lawrence Erlbaum Associates.
Bloom, L. (1993) The transition from infancy to language (Cambridge, Cambridge University Press).
Calderón, M. (2011). Teaching reading and comprehension to English learners, K-5. Bloomington, IN: Solution Tree Press.
Honig, A. S. (2007). Oral language development. Early Child Development and Care, 177(6–7), 581–613.
Honig, A.S. (2001). Language flowering; language empowering, Montessori Life, Fall, 31-35.
Kintsch, W., & Kintsch, E. (2005). “Comprehension.” In S.G. Paris & S.A. Stahl
(Eds.), Current issues in reading comprehension and assessment (pp. 71-92). New York, Routledge.
Lindfors, J. W. (1987). Children’s language and learning (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Moats, L. C. (2010). Speech to print: Language essentials for teachers, 2nd ed. Baltimore, MD: Paul H. Brookes Publishing.
National Center for Family Literacy. (2010). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
Rose, J. (2006). Independent review of the teaching of early reading: Final report. Department of
Education & Skills.
Snow, P.C. (2024). Oral language competence is necessary but not sufficient for reading success. PowerPoint presentation. Plain Talk About Literacy & Learning Conference, The Center for Literacy & Learning.
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