This edWeb podcast is sponsored by OxEd & Assessment.

The edLeader Panel recording can be accessed here.

Strong reading comprehension starts long before a child even opens their first book. Decades of research into the Science of Reading show that building strong oral language skills in early education forms the foundation for reading success. Yet in many districts, oral language remains under-recognized in literacy plans, despite its direct impact on students’ literacy skills, academic achievement, and long-term outcomes.

In this edWeb podcast, you hear from both a researcher and a district leader. Together, they unpack the latest findings on how oral language drives reading progress, why gaps in these skills can quietly undermine even the strongest phonics and literacy initiatives, and how schools and districts can close those gaps at scale.

We also introduce the Reading is Language Model, developed by Dr. Charles Hulme and Dr. Maggie Snowling. Building on, but going beyond, the Simple View of Reading, this model challenges the idea that language and reading are separate developmental processes. Instead, it emphasizes that reading and oral language are inseparable, and that strengthening language early is essential to securing literacy and reading comprehension later.

You also hear a real-world example from a district that prioritized oral language across its elementary schools and saw measurable improvements faster than expected. This edWeb podcast is of interest to PreK-3 literacy coordinators, special education coordinators, school leaders, and elementary district leaders.