Developing English oral language skills is an important instructional issue for ESL students because appropriate uses of oral language skills are necessary to participate meaningfully in class activities and to communicate effectively with their teachers and peers. When ESL students are placed in integrated language curricula based classrooms, they are encouraged to use all language skills (speaking, listening, reading, and writing).

Many literacy researchers support such instructional practice arguing that ESL students can learn to read before they exhibit advanced stages of oral English proficiency. However, popular views of ESL reading suggests that ESL students' participation in reading and writing activities should be postponed until their oral language is in place. Having these seemingly controversial views in mind, the current study seeks to answer, "How can school based reading and writing be effectively used to develop English oral language skills for young (K-3) ESL students?"

Drawing upon seven case studies and an intervention study using single subject experimental research, this study will explain the functions of English reading and writing in the development of ESL students' oral language skills.