As is the case with many of the skills that support literacy, the relationship between reading comprehension and oral language is reciprocal. Without strong foundations in oral language, comprehension can crumble, no matter how well a child can decode.
Our reading house resource shows us that reading comprehension depends on decoding and language comprehension and that children need both to become competent readers.
Whilst not a distinct component, oral language is fundamental to many of the rooms in the house (e.g. vocabulary, phonological awareness), but can also be seen as forming the secure foundations of the building that underpin success in reading comprehension.
What does the research evidence tell us about the link between oral language and reading?
A child’s core language acquisition occurs between one and four years old, with children acquiring basic phonology, syntax, and vocabulary during this period.
This time is particularly crucial, as early language predicts later reading success: phonological skills at age five, for example, predict reading ability at age seven and vocabulary at age five predicts child’s ability to complete the more complex tasks of reading at age 11.
Therefore, pupils with strong oral language skills are more likely to become skilled readers, whilst those with weaker oral language skills may struggle with comprehension, even if they can decode words accurately.
A pupil who can decode but struggles with comprehension (sometimes referred to as a ‘poor comprehender’) often has weaknesses in oral language. Conversely, a pupil with strong oral comprehension but poor decoding may struggle with reading fluency.
Ultimately, children who start school with strong oral language skills find it easier to learn to read – and to understand what they read. For children who do not have this strong start, and this may include some of our most disadvantaged learners, targeted teaching of reading comprehension can make a difference.
How can we strengthen oral language foundations to support all pupils?
There is promising evidence that reading comprehension can be improved with targeted teaching that improves pupils’ oral language skills.
For many children, the home literacy environment provides a wealth of oral language experiences which prepares them to meet a range of fiction and non-fiction texts. Where this experience has been more limited, pupils can be supported by prioritising rich oral language experiences in the classroom. Consider the following in your setting:
A balanced approach
Phonics is an integral part of a whole-school approach to reading but alone is not enough. Building strong readers requires a balanced approach which combines oral language, helping pupils make sense of what they read. Understanding the role oral language plays in reading can strengthen the foundations of the reading house and unlock the door to reading success for every pupil.
Wider reading and resources
The Reading House | EEF
Recommendation one – Literacy_KS1_Guidance_Report_2020.pdf