Objective

To investigate the relationship between language development and literacy.

Methods

The study was developed in two Public School, in the Preschool with children with ages between 5 and 6 years and 1 month and in the first grade of Elementary School with the same children. All participants were evaluated with Language Development Evaluation 2, that enabled them to be divided into two groups. Group 1 with children with Typical Language Development (TLD) and group 2 with Development Language Disorders (DLD). Learning development was observed with Teacher Questionnaire (QP). The same procedure was performed in first grade.

Results

The results indicated that group 1 had Typical Language Development and appropriate learning and were able to follow activities in preschool and in first grade of Elementary School. Group 2 was diagnosed with Development Language Disorders and presented severe difficulties in comprehension and expression languages. In the classroom they did not follow the activities in concerning Preschool and in first grade. They did not begin literacy process.

Considerations

Its was demonstrated that oral language development is essential to literacy. Understanding children’s deficiency in oral communication during Preschool, contributes to adequate interventions to diminish difficulties in learning reading and writing.

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