Oral language developmentChildren develop oral language from an early age. Almost any sound made by a human being can be considered communication. As children grow, they constantly observe and practice communication and oral language. What they know about oral language has an effect on the development of their literacy skills. “It was believed that students who had difficulty with early oral communication skills were at risk in reading…and therefore in writing” (Montgomery, 1998). Therefore, oral language development has an effect on how emergent readers develop their literacy. A transcribed dialogue taken from a personal interview with a 3-year-old girl named Gianna will be discussed in this article. Gianna's dialogue will provide examples and form the basis for discussion and analysis of language development and its effects on emerging readers. “A language requires the use of signs or symbols within the grammar, that is, within a structure of rules which determines how different signs and symbols must be arranged. Language also allows the use of signs or symbols within a grammar to create new instructions” (Dworetzky, 1996, p. 226-227). Today more than ever, oral language is carefully studied and evaluated. “It is only recently that spoken language has been recognized as a learning condition in all subjects, and therefore the assessment of performance in this subject a necessity” (Keenan et. al., 1997). This is one reason why we need to assess oral language. According to Salvia and Ysseldyke (1998), two main reasons justify this type of evaluation. “First, well-developed language abilities are desirable in themselves” (p. 539). This means that an individual must have the ability to carry on a conversation and express thoughts, emotions and feelings. “Second, various language processes and skills are thought to underlie further development. For example, research indicates that oral language difficulties are linked to the incidence of behavioral disorders” (Salvia et. al., 1998, p.539). However, early detection of these oral language disorders can have a positive effect on the child's academic development. There are many different views of spoken language. Language theorists describe the different structural aspects of language. They also focus on explanatory mechanisms. More recently, t...... middle of paper ......G. Personal interview. November 11, 1998 Dworetzky, JP (1996). Introduction to child development. (6th ed.). New York: West Publishing Company. Foorman, Barbara R. (1995). READING—Approach to linguistic experience. Keenan, D., Drummond, R., Akers, M., & Senterfitt, H. (1997). Assessment and improvement of oral language of children in kindergarten through 8th grade. Orlando, FL: Florida Educational Research Association. Levende, David. Transitions: teachers move towards a whole language. Journal of Instructional Phychology, Dec91, vol. 18 Issue 4, p266, 4pMontgomery, Judy K. Speaking and Writing Assessment: Language Proficiency for Rist Students. Reading and Writing Quarterly, JulSep98, vol. 14 Number 3, p243, 19pSenechal, Monique et al. Differential effects of home literacy experiences on oral and written language development. Reading Research Quarterly, January-March 98, vol. 33 Issue 1, p96, 21pSylvia, J. and Ysseldyke, JE (1998). Assessment. (7th ed.). Princeton, NJ: HoughtonMifflen Company. Vacca, JL Vacca., RT & Gove, MK (1995). Reading and learning to read, 3rd edition, New York.