Oral Language and Reading (Entry #2)

     After years of working in a school where the majority of my students are ELL's, it is clear that oral language and the reading process are connected.  Just through classroom observations, I can see that connection highlighted over and over again.  When monolingual students join my class with no English, they are not able to speak or understand any of the language, so therefore, they certainly are not able to read or write in English.  However, their oral language begins to develop very quickly.  They first begin to ask important questions that help them take care of their needs (bathroom?  lunch?  computer?).  Then, they are able to communicate with their classmates in a social setting ( recess, lunch, partner work).  Eventually, the students will begin to participate in class discussions when they feel safe with the content.  As this progression of oral language is taking place, so is progress with the child's reading.  They may not know any letters or sounds as they are first exposed to the language.  But as they are exposed repeatedly, they begin to recognize words and phrases that are important for their everyday needs.    Then, what they are able to read expands everyday.  The more the child speaks and interacts using the language, the more they recognize in their reading.  If they are not using the language orally, then it is nearly impossible for them to recognize sound patterns and rules as they are reading.  If I tried to read a language that I had never heard spoken or tried to speak myself, how would I possibly know what that language should sound like?  Students need to hear and speak a language in order to recognize the letters and sounds that are part of that language.   The more oral interaction that takes place, the quicker a child will begin to take risks with their reading.  They will begin to try decoding with the phonemes they have heard and any phonics skills they have mastered.
     Oral language also plays a large role in reading for meaning.  Readers must ask themselves constantly if what they are reading makes sense, particularly struggling readers.  They use meaning to help them monitor and clarify their reading.  As a child's oral language develops, they are able to ask themselves, Does that sound right?  Without oral language skills, a child will not know what sounds correct or incorrect.  That oral piece is crucial to a student's ability to self-monitor.
     The oral language of a student may progress rapidly, and it is sometimes easy to forget that they are still in the beginning stages of acquiring the language.  As connected as oral language and reading are, it does not mean that a child will be able to read everything they can speak and understand.  The oral language develops first, then they will build on their reading skills and finally their writing skills.  Sometimes it is easy to forget how much language may be impacting a child's literacy because we hear them speak with their classmates and to teachers and we think they are fluent, proficient, English speakers.  We have to keep in mind that strong oral language skills do not equal reading proficiency.  Oral language is needed as the building block and foundation for the reading process, but they are not equal entities.