The Importance of Oral Language for Literacy Success

Erin Reeder, Content and Social Media Manager, GrapeSEED US
Julie Baxa, Senior GrapeSEED Trainer, GrapeSEED US

Oral language lays the foundation for the reading and writing skills children will develop as they enter and progress through school. They will use oral language in all aspects of their education, in the classroom as they connect with their peers and teachers, and throughout their lives as they grow into adulthood. Having a solid foundation in oral language will help children become successful readers and strong communicators as well as build their confidence and overall sense of well-being.

When Oral Language Skills Are Missing

In 2002, the National Reading Panel (NRP), a team appointed by George W. Bush to review and summarize scientific evidence on reading and its implications for teaching children to read, published a report naming five components of a reading curriculum that are essential to its success: phonemic awareness, phonics, fluency development, vocabulary development, and comprehension (National Reading Panel, 2002).

This report set the standards for many literacy programs, especially those receiving Reading First federal funding, which were required to follow the guidelines in the report in order to qualify for the funding (Gamse, Bloom, Kemple, & Jacob, 2008). However, many English language arts scholars believed other critical components, such as oral language development, had been left out (Garan, 2001; Krashen, 2001; National Education Association, 2013).

Lily Wong Fillmore and Catherine Snow, language and literacy researchers and authors of the first chapter of the book What Teachers Need to Know About Language , tell us that, “Oral language functions as a foundation for literacy and as the means of learning in school and out” (Fillmore & Snow, 2002). However, oral language development is often missing from reading and writing programs, leaving teachers to wonder why their students are still struggling or taking longer than expected to become proficient speakers and readers.

While the essential components listed by the NRP all contribute to a successful literacy program, if children do not have a solid foundation in oral language, communicating effectively and learning to read can be a long and difficult process. “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, & Lenhart, 2009).

The Challenge Presented by the Word Gap

Oral language proficiency has a major impact on students. All standardized testing in the United States is done in academic or standard English, therefore, children whose personal language is not an academic language are at a disadvantage. Children need to be able to speak academic oral language in order to become successful learners and readers in the classroom while their personal language is still valued and maintained.

In 1995, child psychologists Betty Hart and Todd R. Risley from the University of Kansas published the results of their oral language development study (Hart & Risley, 1995). They wanted to try to determine why preschool-aged children from low-income homes did not perform as well in school at the age of nine as their economically advantaged peers. They recorded and analyzed the words spoken between parents and children one hour a month over a period of two and a half years. What they found was astonishing. By the age of three, there was a large gap between children whose parents provided rich language experiences, such as talking to children, singing, reading, and so on, and children who grew up with fewer languages experiences at home. Children with rich language experiences heard about 45 million words compared to the latter group of children who heard only 13 million words.

This 30 million word gap (2003) presents a problem for classroom teachers across the country in today’s high-stakes educational environment. The students are not starting out on an even playing field, and teachers are charged with the responsibility of getting the children who are behind caught up and reading at grade level. The good news is, just like math and science, academic oral language can be taught.

Building a Foundation in Oral Language

Again and again research shows that repeated exposure to rich language can help children become successful communicators, readers and writers (Simmons & Kameenui, 1998; Himmele, 2009). Educating parents on the importance of oral language and encouraging them to communicate and read with their children as early as possible can help prepare them for school.

Additionally, providing students with high-quality early childhood education enriched with a supplemental program promoting oral language and literacy development can help young students become proficient readers by third grade.

GrapeSEED is a research-based oral language acquisition and critical listening program that is helping 4 to 8-year-old students close the achievement gap in oral language. The program supplements existing Language Arts and Literacy curricula and is proven to help students develop into proficient readers by third grade. It is used in a variety of settings, including early childhood classrooms, Response-to-Intervention (RTI) initiatives, Title programs for struggling learners, ESL/ELL classrooms, as well as with subgroups of students struggling with oral language.

Oral language and critical listening is the heart of the GrapeSEED program for young learners. A focus on building these essential skills is one of the reasons the program is so successful and sets it apart from other literacy programs. Through carefully designed multi-sensory materials, GrapeSEED keeps children engaged and helps them learn oral language naturally. As a result, independent research showed that GrapeSEED students reached proficiency in speaking and reading faster than the national average (Smith & Smith, 2014).

Reading proficiency by the end of third-grade can predict a child’s success in school and in life (Donald Hernandez, 2011). Stephen Covey, an educator and author, states that we should, “Begin with the end in mind” (Covey, 1990). If we want to give our children the best chance to graduate high school and become successful contributors to society, we must start as early as possible in their young lives. We must give them a solid foundation in oral language to build upon.

References

Covey, Stephen (1990). The 7 habits of highly effective people. New York City, NY: Free Press.

Fillmore, Lily W. & Catherine E. Snow (2002). What Teachers Need to Know about Language. McHenry, IL: Delta Systems.

Gamse, Beth C., Howard Bloom, James J. Kemple, Robin Tepper Jacob (2008). Reading First Impact Study: Interim Report. Retrieved from MDRC website: http://www.mdrc.org/publication/reading-first-impact-study.

Garan, Elaine (2001). Beyond the Smoke and Mirrors: A Critique of the National Reading Panel Report on Phonics, Phi Delta Kappan , volume 82, pp. 500-506.

Hart, B. & T. R. Risley (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes.

Hart, B. & T. R. Risley (2003). The early catastrophe: The 30 million word gap by age 3. American Educator , Spring 2003, 4-9.

Hernandez, Donald (2011). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. Baltimore, MD. Retrieved from The Annie E. Casey Foundation website: http://www.aecf.org/resources/double-jeopardy/.

Himmele, P. & W. Himmele (2009). The Language-Rich Classroom: A Research-Based Framework for Teaching English Language Learners (pp. 30–33). Alexandria, VA: ASCD.

Krashen, Stephen D. (2001). More Smoke and Mirrors: A Critique of the National Reading Panel (NRP) Report on “Fluency”. Phi Delta Kappan , vol. 83, pp. 119-23.

National Reading Panel (2002). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Rockville, MD;

Roskos, Kathleen A., Tabors, Patton O., & Lenhart, Lisa A. (2009). Oral language and early literacy in preschool: Talking, reading, and writing. Newark, DE: International Reading Association

Simmons, & Edward J. Kameenui. (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Erlbaum.

< Older Post

Newer Post >

English in Motion: Engaging Multilingual Learners with TPR

May 4, 2026

For teachers of multilingual learners, one of the most powerful tools for teaching English is something you already use every day: your body! Movement and physicality can unlock understanding and make language memorable for learners. One highly effective approach is Total Physical Response (TPR) , a method developed by Dr. James Asher that connects language with physical actions. What is Total Physical Response (TPR)? TPR is a teaching method where teachers give commands in English and students respond with physical actions. For example, when you say, "Stand up" or "Open the book," learners act it out. This approach mirrors how children learn their first language—through listening and doing before speaking. Discover how using movement and physical actions can make English come alive for multilingual learners. This short guide shows you how Total Physical Response (TPR) builds confidence, comprehension, and classroom energy—without needing any extra materials Why Use TPR? Supports comprehension : Physical actions give students visual and kinesthetic clues to understand meaning. Reduces stress : There’s no pressure to speak right away. Learners can participate by simply listening and moving. Builds memory : The body helps the brain remember. Actions anchor vocabulary and structures in long-term memory. Engages learners : Movement keeps energy high and focuses attention, especially with younger students or those new to English. Discover how using movement and physical actions can make English come alive for multilingual learners. This short guide shows you how Total Physical Response (TPR) builds confidence, comprehension, and classroom energy—without needing any extra materials. How to Use TPR in the Classroom Start simple : Begin with everyday commands—sit down, stand up, raise your hand, touch your nose. Demonstrate each one clearly. Repeat and vary : Use repetition but change the order or speed to keep it fun. Add new vocabulary : Introduce verbs, classroom objects, or actions related to topics—run, jump, draw, point to the window. Involve students : Let them give commands once they’re ready. This encourages speaking without pressure. Use it across subjects : Combine TPR with songs, stories, or content lessons like science and math to support language across the curriculum. Movement is not just a break from learning—it is learning. When student teachers use TPR and physicality in English instruction, they make language come alive. Whether you're teaching young learners or newcomers of any age, using your body to teach builds confidence, comprehension, and connection. So next time you plan a lesson, don’t just say it— show it, move it, and live it . GrapeSEED’s Daily Lesson Plans each include movement called “Action Activities”. Learn more about these Action Activities, our other components, and how to get started with GrapeSEED in your classroom !

From Spring Showers to Strong Foundations: Ending the School Year with Language Growth in Mind

April 20, 2026

At this point in April, you’re surely juggling the familiar mix of testing calendars, field trips, restless learners, and the quiet awareness that the school year is nearing its close. It can truly feel like April showers are happening… literally and figuratively! And if you teach multilingual learners, this time of year often raises an important realization: language growth takes time and starts earlier than we think. So that being said, the month of April is a powerful time to pause and ask, ‘What foundations do we want firmly in place by next fall?’ Schools beginning curriculum conversations now are better positioned to support students from the very first weeks of the 2026–2027 school year, rather than playing catch-up later. As you reflect on next year’s goals and this year’s progress, you many notice that the students who struggled were likely those still developing key foundational skills—listening, speaking, sound awareness. GrapeSEED addresses this gap directly by focusing first on oral language , a key pillar of the Science of Reading . Rather than pushing print too early, GrapeSEED builds: · Deep listening comprehension · Accurate pronunciation and sound discrimination · Vocabulary and sentence patterns · Confidence using language both socially and academically These skills aren’t extras; they’re prerequisites for reading, writing, and future success. GrapeSEED’s structured, research-aligned approach gives schools a way to end the year with clarity and move into future planning with purpose. Professional learning, implementation timelines, and budgeting feel far less overwhelming when decisions are made with intention. Spring showers may signal the end of one school year, but they also prepare the ground for what comes next. With the right English foundation in place, students don’t just advance…they thrive. If 2026–2027 is on your mind, just click here and discover what GrapeSEED can do for your students.

Spring Into Success

April 6, 2026

Spring brings fresh beginnings, longer days, lighter coats, and a sense that what we do now shapes what comes next. In our schools, spring is also a season of reflection and planning. Yes, the school year is winding down for children, but the questions are just beginning for us adults: What worked? What didn’t? How can we do better for our newest learners next year? For schools welcoming young newcomer students, these questions carry extra weight. Early English acquisition isn’t something to “figure out later.” It’s foundational. When children build strong listening comprehension, oral language, and phonological awareness early, everything else…reading, writing, confidence…has a place to grow! That’s where GrapeSEED English for Children fits naturally into spring planning. GrapeSEED is built for young learners acquiring English , especially those who need language before they can access reading. Through carefully sequenced songs, stories, repetition, and joyful interaction, students develop the building blocks of language in a way that is both engaging and research based. Importantly, GrapeSEED aligns strongly with the Science of Reading . Students develop: Phonological awareness through daily exposure to sounds Oral language and vocabulary through rich, repeated input Listening comprehension before decoding and print expectations Automaticity and fluency through routines and meaningful repetition For students, this ‘oral language first’ pathway isn’t just helpful; it’s essential. If you’re reading this, you’re likely well aware that waiting until fall to investigate and implement something new often means rushing decisions, limited training time, and missed opportunities to start strong. That’s why it’s SO smart to use spring as the time of year to begin budgeting and exploring curriculum options like GrapeSEED for the 2026–2027 school year. As the world blooms outside AND inside, spring invites us to plant something that will last…language that grows with children, supports literacy, and helps every student feel successful from day one! Now is the season to plant the seeds. 🌱

March Is Reading Month: Big Readers Start Small

March 16, 2026

March is Reading Month, which means classrooms everywhere are buzzing with read-alouds, favorite characters, cozy corners, and that unmistakable joy that comes when children realize: “Hey… I can read this!” For educators working with very young English learners, March is also a powerful reminder that strong readers don’t just magically appear in third grade—they’re built intentionally, joyfully, and early. Reading Starts Long Before Decoding When we think about reading success, it’s tempting to jump straight to phonics charts, sound walls and sight word lists. But for young ESL students, reading success starts even earlier, with listening, speaking, rhythm, repetition, and meaningful language experiences . For example, before a child can read The Very Hungry Caterpillar, they need to understand words like apple, hungry, more, and finished. Before they can answer comprehension questions, they need confidence using language out loud. High-quality English acquisition lessons lay this crucial foundation by immersing students in rich, engaging oral language every single day. Why “Early” Really Matters Early childhood is a language goldmine. Young learners’ brains are wired for language acquisition, especially when lessons are developmentally appropriate, multi-sensory, and consistent. When English acquisition begins early and is delivered with intention, students don’t just learn English…they own it. For teachers, this looks like students joyfully echoing phrases, retelling stories with confidence, and recognizing familiar patterns in songs and poems. For administrators, it shows up as smoother transitions into upper grades, stronger literacy data, and fewer gaps to remediate later on. (Believe me, future you is very thankful.) Reading Month = Language Celebration March doesn’t have to be about “more work.” It can be about more joy . Songs that turn into stories. Stories that spark conversation. Conversation that strengthens comprehension. It’s a beautiful cycle—and one that works especially well when English instruction is systematic, playful, and grounded in how children actually learn language. Quality English acquisition supports reading month goals not by rushing students to read sooner, but by making sure they are truly ready when the time comes. This March, as we celebrate books and reading milestones, let’s also celebrate the language journeys that make those milestones possible. Because when we invest early, read often, and teach intentionally, we’re not just growing readers…we’re growing confident communicators for years to come. Happy Reading Month! If you’re looking for an English oral language acquisition curriculum that is designed for young learners and brand-new newcomers, look no further…you’ve found us! Just click below to learn more about getting started with GrapeSEED at your school!