Oral Language as a Base for Reading and Writing

According to Thorn (1974), oral language--must be the first consideration at all levels of the school program because in a language-centred classroom, students use talk purposefully to further their study objectives and meet set goals. In addition, she elucidates, oral proficiency is reflected in increased ability to write and read.

Thorn further stresses that an individual’s dependence on oral language as a base for writing and reading is apparent in the initial stages of learning when the beginning reader/writer first tests the sentence orally. Moreover, “oracy is important to the development of a congenial classroom situation” and allows students to use language to facilitate smooth group procedures (pp. 114-116).

"In his talk he creates a personal context; nobody else can do it for him because it has got to be in relation to his own experience. And he does that, above all, in his talk “ (p. 116).