The Importance of Oral Language for Literacy Success

Jodie Shell • October 1, 2020

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 >

Navigating the Multi-Language-Learner Landscape: The Nuances of Being an Instructional Coach

By Jodie Shell • April 11, 2025

The role of an instructional coach in the multilingual language learner world is challenging and rewarding, requiring a unique set of skills and a deep commitment to fostering language acquisition among diverse learners. Often serving as the bridge between teachers and students, instructional coaches in this realm play a pivotal role in shaping how language education is delivered and experienced. Here's a closer look at the nuances of this impactful role: Supporting Diverse Learners One of the most rewarding aspects of being an ESL instructional coach is the opportunity to support a wide range of learners from various cultural and linguistic backgrounds. This diversity enriches the learning environment but also presents unique challenges. Coaches must be adept at understanding the specific needs and strengths of each student, tailoring strategies to enhance engagement and comprehension. Adapting Teaching Strategies Cultural context plays a critical role in how language is taught and learned. ESL instructional coaches must continuously adapt teaching strategies to align with the cultural nuances of their students. This involves integrating culturally relevant materials, respecting different learning styles, and being sensitive to the cultural references that may affect language comprehension and usage. Fostering Collaboration Collaboration is at the heart of an ESL instructional coach's work. Coaches collaborate with teachers to develop effective lesson plans, provide feedback on teaching practices, and introduce innovative instructional methods. By fostering a collaborative environment, coaches help create a supportive network that enhances professional growth and improves student outcomes. Continuous Professional Development To stay effective, ESL instructional coaches must engage in continuous professional development. This includes attending workshops, participating in webinars, and staying abreast of the latest research in language acquisition and teaching methodologies. Professional development is crucial for coaches to refine their skills and introduce new teaching techniques that can benefit both teachers and students. Leveraging Technology The integration of technology in ESL instruction is a game-changer, and instructional coaches are at the forefront of this transformation. By leveraging tools such as language learning apps, virtual classrooms, and digital assessments, coaches can enhance the learning experience and provide more personalized support. Technology also allows for greater accessibility, enabling students to practice language skills outside the traditional classroom setting. Making a Lasting Impact Ultimately, the role of an ESL instructional coach is about making a lasting impact on the lives of students and educators. Coaches help unlock the potential of students by equipping them with the language skills needed to succeed in a globalized world. They also empower teachers with the tools and confidence to deliver effective ESL instruction. In conclusion, being an instructional coach in the ESL world is a dynamic and fulfilling career that requires a blend of empathy, adaptability, and expertise. By embracing these nuances, instructional coaches can contribute significantly to the field of language education, paving the way for a more inclusive and effective learning environment. Are you an instructional coach who is interested in learning about the impact that GrapeSEED could make on your teachers and students? Come partner with us! Just click here to get started.

What Is Language Acquisition? Stages and Theories

By Jodie Shell • April 7, 2025

Doing more research on Language Acquisition? The stages of Language Acquisition and theories / best practices? GrapeSEED provides insights and tips on the topic.

Unlock Potential with Data Driven Instruction

March 27, 2025

In the dynamic environment of multilingual learner classrooms, data-driven instruction paired with formative assessments plays a pivotal role in creating effective and engaging learning experiences. Let's explore how these strategies can benefit both teachers and students. The Power of Formative Assessments Formative assessments are essential tools that offer real-time insights into student progress, enabling educators to refine their teaching methods. Here's why they're indispensable: Immediate Feedback : By providing instant insights, formative assessments help teachers adjust their instructional strategies to better meet student needs. Customized Learning : These assessments allow lessons to be tailored to individual student needs, moving away from generic approaches to more personalized instruction. Increased Engagement : When lessons are precisely aligned with a student's current understanding, engagement and participation naturally increase. Effective Formative Assessment Techniques Incorporating a variety of assessment techniques keeps the classroom lively and informative: Quizzes : These quick assessments help identify which language concepts students have mastered and which need more attention. Peer Reviews : Students work together to provide feedback, fostering a collaborative and supportive learning environment. Self-Assessments : Encouraging students to evaluate their own progress promotes self-awareness and active participation in their learning journey. Benefits of Data-Driven Instruction Utilizing data from formative assessments allows for a more strategic approach to teaching: Targeted Instruction : Teachers can develop activities that address specific areas of difficulty, such as pronunciation exercises or vocabulary games. Supportive Learning Environment : Continuous feedback nurtures a growth mindset, encouraging students to view learning as an ongoing process. Enhanced Language Acquisition : Focusing on individual language skills helps students build a robust foundation for more rapid and confident language learning. In summary, integrating data-driven instruction with formative assessments transforms the ESL classroom into an engaging and effective learning space. By using these strategies, educators can better support student growth and development, ultimately leading to more successful language acquisition. If you would love to learn about the GrapeSEED Curriculum and our formative assessments, known as ‘Quick Checks’, just head to our website by clicking here .

Sparking Stars and Stamina: Boosting Initiation and Perseverance in Your Classroom

March 17, 2025

Welcome to the world of dynamic learning, where initiation and perseverance are the secret superhero skills every elementary school student needs! These executive function skills are the power-ups that help students start tasks with enthusiasm and stick with them until the very end. Let's dive into some creative ways to nurture these skills and make your classroom a hub of engaged learners! Why Initiation and Perseverance Matter: Cultivating initiation and perseverance in students is like giving them the keys to academic success. These skills not only help students tackle homework and projects but also prepare them for real-world challenges. By fostering these abilities, you're equipping your students with resilience and self-motivation that will serve them beyond the classroom. Strategies to Encourage Initiation: Start with a Bang : Kick off lessons with intriguing questions or exciting stories to capture students' curiosity. For example, "What if you woke up one day as a superhero? What would your first mission be?" Break It Down: Teach students to divide tasks into smaller, manageable steps. This makes starting less daunting and gives them a clear path forward. Choice Boards: Offer a variety of activities related to the lesson topic and let students pick their starting point. This autonomy boosts their interest and willingness to begin. Classroom Challenges: Set up light-hearted competitions where students can earn points or badges for starting tasks promptly. Who doesn’t love a little friendly rivalry? Building Perseverance: Praise the Process: Focus on effort and strategy rather than just results. Celebrate when students try different approaches and persist through difficulties. Goal Setting: Encourage students to set personal learning goals and track their progress. Seeing small wins adds up to big motivation! Reflection Time: Allow time for students to reflect on what they’ve learned from their challenges. This helps them understand that every hurdle is a learning opportunity. Perseverance Stories: Share stories of famous figures who overcame obstacles. Discuss how perseverance played a role in their success and relate it back to students' own experiences. Fun Activities to Reinforce These Skills: Initiation Stations: Create activity stations around the classroom that students can choose to start with. Each station could have a unique, fun challenge that aligns with the lesson. Perseverance Puzzles: Use puzzles or brain teasers that require patience and strategy. Working through these together can be a rewarding class exercise. Story Time Heroes: Have students write short stories featuring characters who overcome obstacles through perseverance. This can be a creative writing exercise that doubles as a life lesson. Empowering students with the skills of initiation and perseverance transforms your classroom into a vibrant learning environment. By implementing these strategies, you'll help your students become proactive, determined, and ready to tackle any challenge with a smile. Here’s to a classroom full of unstoppable learners! If you would love to learn how GrapeSEED can positively impact your students, just click here!