Oral instruction has four main purposes: to introduce, to reinforce, to use, and to bridge the gaps for working on sound, word or text elements.(i.e. a sound/letter correspondence, a word, a sentence or a paragraph of a text.) Teachers should link oral instruction with other aspects of the reading lessons such as developing fluency. For example, if a teacher’s primary focus is to teach the word core, teachers can present the words orally before the stage of reading when students learn to recognize the written forms of words either embedded within a context or in isolation. Teachers may also consider introducing lexical items via games, and activities which can be spread over a number of lessons. “To learn a new language, there must be opportunities to communicate about real things and events” (Barone, p. 89).

Once teachers know what lexical items to focus on, they can examine their progress as they effectively design a program that provides needed instruction for developing oral proficiency for both ESL and ELL students.

Pedagogical considerations:
1. What is the purpose of oral instruction? To practice mechanical reading or to review the meanings of new vocabulary?
2. What is the motivational element for learning?
3. Is the methodology meaningful? Does the oral follow-up complement either the receptive or productive areas of language learning?
4. Does the oral instruction provide sufficient amount of practice? (i.e. reinforcing targeted vocabulary words)
5. New vs. known material. How many words have been taught and stressed?
6. Do the oral follow-ups include any of the learning stages of: repetition, recognition, (semi)production?
7. What is the expected mode of interaction? (i.e. pair work, group work)

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