Before children learn to run, they walk. Before they learn to read, they talk. Talking, engaging in conversation, and developing other facets of oral language are the foundations for how children learn to read. Oral language includes the ability to speak and understand words, as well as notice similarities and differences in how words sound (phonology), string words together in a way that makes sense (syntax), add parts to words that support meaning (morphology), make sense of how context impacts meaning (pragmatics), and share stories (narrative). Those same skills are present in reading and writing.
Conversation is the “secret sauce” for developing language-rich environments. Children who have more conversations show stronger activation in language-related brain regions such as Broca’s area (Romeo et al., 2018). Reading grows out of spoken language. The brain’s language and reading systems link together as children learn to read (Chyl et al., 2018), and stronger connections lead to stronger reading later on (Preston et al., 2016). Early childhood oral language work is what makes this connection possible. Pre-K programs that emphasize conversational turn-taking are, therefore, utilizing the most efficient early learning system we have (Christakis, 2016).
Research overwhelmingly illustrates the connections between early oral language and future reading and writing abilities. The International Dyslexia Association’s revised definition of dyslexia (2025) states that “early oral language weaknesses often foreshadow literacy challenges” with emphasis on both “language and literacy support before and during the early years of education” as being particularly effective. To help support early oral language development and conversation, the Language Environment Analysis (LENA) provides an extensive list of talking tips in a variety of languages.