The Oracy–Literacy Connection: How Talking Shapes Reading and Writing

Oracy and literacy are deeply intertwined. (📷:empowervmedia)

The term oracy (coined by Andrew Wilkinson in 1965) refers to our ability to communicate through spoken language (essentially, speaking and listening skills). It is sometimes called “the literacy of the spoken word”. In contrast, literacy refers to reading and writing (the skills of decoding letters and encoding ideas in text). Importantly, children acquire oracy naturally long before literacy: we learn to talk, sing and understand speech well before we learn to read or write. In practice, this means that the vocabulary, sentence structures, and thinking skills we develop through talking provide the scaffolding for understanding written text and expressing ourselves in writing. In fact, research shows that oral language ability tends to place an upper limit on reading comprehension (if you cannot recognise a word by listening, you cannot fully understand it when reading). In short, oracy and literacy are like two sides of the same coin: to read and write well, students first need strong speaking and listening foundations.

'What is oracy?' ▶️2m00s

Oracy in Early Childhood

Young children typically learn language by hearing and using words in everyday interactions. At home and in early childcare, babies babble and toddlers string words together long before they see a single book. These early experiences build oral vocabulary and grammar. Educators often say “reading and writing float on a sea of talk” (meaning that spoken dialogue is the essential backdrop for literacy). Indeed, longitudinal studies have quantified this effect: one landmark study found that by age four, children from professional (high-SES) families had heard roughly 45 million words, whereas children from low-income families had heard only about 15 million. Such a 30-million-word gap translates into dramatic differences in oral vocabulary and later reading ability. Similarly, data show that children who enter school with richer vocabularies and more sophisticated speech patterns generally become better readers and writers.

(📷:empowervmedia)

This “language gap” is a major concern. Public reports warn that even before the pandemic, many children (especially from disadvantaged homes) were behind in communication skills, and COVID-19 restrictions have likely widened the gap. For example, during lockdowns many toddlers missed key interactive play and conversation, which is crucial for their language development. Early childhood frameworks recognise that children’s back-and-forth talk with adults and peers underpins all learning. When that talk is limited (by poverty, lack of adult interaction, or isolating events) children may start school less “school-ready” in both language and cognition. Research consistently finds that an enriched oracy environment (one that encourages children to speak, listen, and exchange ideas) leads to better social confidence and lays the groundwork for literacy. In other words, giving young children lots of opportunities to use complex speech and dialogue is vital for their later ability to read, write, and learn across all subjects.

Talking to Learn

Once children reach school, oracy should continue to play a key role in literacy development. Unfortunately, many educators report that formal instruction heavily favours reading and writing, while speaking/listening are often “taught by accident” rather than design. When oracy is treated as secondary, valuable links to literacy can be missed. The good news is that integrating talk into the curriculum is a proven strategy. For example, discussions about a text (so-called “book talk”) actively train reading skills: as students predict, clarify, summarise and question through conversation, they sharpen comprehension. Similarly, storytime conversations and drama activities (asking children to verbally narrate or role-play parts of a story) expand vocabulary and narrative understanding.

Teachers have also developed specific methods that foreground oracy to boost writing. The well-known “talk-for-writing” approach asks students to orally structure a story (brainstorming characters, plot, sequence) before ever putting pen to paper. Studies find that classes using talk-for-writing often achieve higher writing outcomes than those using writing practice alone. In general, talking about ideas before writing them down is “sound pedagogical practice”, because it helps students organise thoughts and use richer language. In practical terms, educators might hold group debates on a theme, use peer interviews to gather ideas, or have students present on a topic and then write a report. Every such activity makes the leap from speech to text smoother and more meaningful.

Beyond writing, oracy boosts reading itself. For instance, when children read aloud or listen to stories read, the act of hearing language helps them connect spoken vocabulary to written words. As literacy experts Beck et al. note, “oral language is the most effective vehicle for learning new words”. If a student can hear and say “photosynthesis” in a conversation, they are far more likely to recognise that word later in a science text. Likewise, comprehension strategies are often verbal: good readers naturally ask and answer questions as they read. By teaching these strategies through classroom talk (explicitly modeling how to think aloud when reading), teachers reinforce both oral and reading skills. In short, discussions, read-alouds with dialogue, and shared writing activities all leverage the oracy-literacy link.

Importantly, research shows that oracy interventions have a measurable impact on learning. A major review by the UK Education Endowment Foundation found that oral language approaches (like dialogic reading and vocabulary teaching) give an average of +6 months of additional reading progress for participating students. These interventions are especially powerful for struggling learners: the more a student population was disadvantaged, the greater the improvement. The secret seems to be integration: techniques woven into daily lessons (rather than stand-alone programs) are most effective. For example, a teacher might routinely ask open-ended questions about a poem, encourage pair-share discussion of math problems, or model “think-alouds” during a history lesson. Over time, these oracy-rich practices strengthen literacy in every subject.

Beyond grades, oracy also nurtures students’ confidence and critical thinking. Having a voice in class (and learning how to use it) helps children feel valued and connected. Educators highlight that empowering student speech can even drive social change: “every student has something to say... they’ll use their voice to change the world around them”. In practice, this means shy students who learn to speak up in supportive settings often become more engaged and motivated. Studies of oral language programs report side benefits like improved self-regulation, attention, and classroom participation. Thus, building oracy is not only about reading scores; it is also about creating communicative, thoughtful learners who can articulate ideas (a key skill for life beyond school).

Strategies for All Learners

Even in adult education, the oracy–literacy link holds true. In adult ESL (English as a Second Language) and basic skills classes, teachers recognise that learners’ spoken language can be a gateway to reading and writing. A classic example is the Language Experience Approach, where an adult learner tells a personal story to the teacher, who writes it down verbatim. That text, now containing the learner’s own words, is then used for reading and vocabulary exercises. Because the content is drawn from the student’s own speech, it is immediately comprehensible and meaningful. In this way, classroom talk literally becomes reading material (harnessing oracy to develop literacy).

Research on adult learners also suggests intergenerational benefits of focusing on oracy. For instance, one study found that when parents in adult literacy programs improved their speaking and reading skills, they naturally talked and read more with their children at home. In other words, teaching adults to communicate better can have a ripple effect, boosting early language exposure for the next generation. This idea is sometimes called “teaching adults to teach children”: by strengthening parents’ oracy and literacy, we help children start out stronger.

In higher education and professional training, oracy continues to matter. Graduate seminars, presentations, and discussions all rely on spoken communication. Some universities now explicitly assess “academic oracy” (e.g. how well students argue or present), recognising that these skills complement academic reading and writing. Internationally, frameworks like Voice 21’s Oracy Framework break down speaking skills (cognitive, linguistic, physical, emotional) so they can be taught systematically. For adult learners of any background, developing a clear speaking voice often goes hand-in-hand with expanding vocabulary and reading comprehension.

Enriched oracy environments lead to better social confidence and lays the groundwork for literacy. (📷:edutopia)

The evidence is clear: oracy and literacy grow together. Speaking, listening, reading, and writing should be taught not as isolated skills but as parts of a cycle. Children and adults benefit when classrooms treat talk as a learning tool rather than background noise. For young learners, this means storytelling, dialogue-rich lessons, and vocabulary play are as essential as phonics drills or handwriting. For older students and adults, it means discussion-based learning, debates, presentations, and opportunities for personal storytelling. Such practices help learners internalise concepts and make sense of text through speech.

Practically, educators can start by asking themselves how often students are expected to listen and speak about content before writing or testing them on it. Simple changes (like letting students paraphrase a reading to a partner, or summarising math problem steps orally) can reinforce understanding. Schools might also involve families: encouraging parents to engage in daily "book talks" or shared activities (even talking through everyday events) nurtures oracy at home. Because spoken language is so personal and interactive, it also builds community in the classroom; students learn from each other’s ideas, and everyone feels heard.

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