ABSTRACT
Children’s literacy development during the elementary school years is the foundation for their academic success and, to an extent, their life success in their later years. While this chapter focuses on reading and writing, we would like to acknowledge the multifaceted nature of literacy development. Speaking, listening, reading and writing are integrated, communicative processes (Langer, 1986; Teale & Yokota, 2000). Contemporary researchers also conceive of literacy as text mediated social practices, which consist of many literacies in many identifi able forms within varying social contexts and under varying conditions, including new technologies (Knobel & Lankshear, 2005). Within these varying social contexts and technologies, oral language is intricately related to reading and writing development. While a rich examination of oral language development is beyond the scope of this chapter, we would be remiss in not emphasizing that oral language functions both as precursor and ongoing support for literacy development across the elementary years.
