Oral language and the reading process

Blog #3  EDRG 604 Regis

What is the relationship between oral language and the reading process?
Oral language is foundational for literacy.  Without  comprehending oral language, it is impossible to read.  Oh sure, one can read by sounding out words and understanding the graphophonic relationships to pronounce language.  But will meaning be made in the process?  No.  In order to glean meaning, an understanding of oral language proceeds comprehensible reading. 
What about those who can read in their second language without being able to speak fluently? Often, when individuals learn their second language in a traditional fashion, their comprehension of written language exceeds what they can produce.  This is due to two factors.  First, they are tranferring their literate skills from English to their second language.  This is most likely when reading in a Germanic or Romance language.  This transference is very limited or non-existent with languages that have different written systems like Chinese or Arabic.  Second, the receptive understanding of written language without the ability to produce reflects receptive fluency.  Receptive fluency proceeds oral production.  Just think about small children learning language.  Babies respond to verbal commands and demonstrate understanding with their actions way before they can talk.  This is also true of older children and adults acquiring their second language.  A language student may have learned a lot about language, but may not have had the opportunities to produce language to the degree necessary to acheive fluency.   As I understand it, language is developed in the following stages:  receptive (auditory), oral, and then written (as reflected in reading and writing).  This highlights the importance of opportunities for oral language production to increase reading comprehension. Reading is a perfect opportunity to develop more fluency.  Talking about reading can help scaffold understanding and bring learners one step further in their zone of proximal development.  Even if talk isn't centered around the reading itself, developing intentional situations to inspire learning around topics related to reading is crucial for making meaning.  Whether the reader is reading in his first language or second language, social interaction can aide in comprehension and actually develop oral fluency at the same time.  Reading can also create an "excuse" to encounter further concepts and vocabulary which develop fluency.