ABSTRACT
The quality of a child’s oral language at the point of school entry is largely dependent on how much they are spoken to and read to from birth. Oral language deficits are best addressed by speech-language pathologists if an underlying disorder is suspected. However, good initial teaching in a mainstream setting can be sufficient for the majority of students entering school despite their background. Oral language continues to develop in range and complexity throughout a child’s schooling. Children with rich oral language and no underlying developmental language disorder tend to pick up reading more quickly and with less teaching. A child with lower oral language may make a teacher’s job harder, but it also makes a teacher’s job more important. Whole language theory draws parallels with the driving force behind a child learning their native language and a child learning to read and write.
