The six components of reading Reading is a complex process that is difficult to explain in a linear way. A student's reading skills begin to develop long before entering the classroom setting and largely begin with exposure (Solley, 2014). The first traces of what children are able to do in terms of reading are constructed by their parents and by other people and objects around them as they are read to, spoken to, and taken from place to place to see new things (Solley , 2014 ). As children are increasingly exposed, their noises quickly transform into understandable intentional messages and their scribbles begin to take the form of readable text as they attempt to imitate the language or languages ​​they are exposed to on a daily basis. Oral Language and Phonological Awareness Oral language is the creation of messages produced with the voice, as opposed to written text or gestures. Today much of our communication takes place orally, especially for students in the early years of school who cannot read and write but must communicate with their teachers. In later years, oral language is strongly focused at school and students are encouraged to share their opinions in lessons and make presentations. This is to prepare students for situations in society and the workplace where they need to be able to communicate clearly and efficiently. Generally, students are expected to possess a certain level of oral language ability upon entry into kindergarten, which teachers are expected to build upon (Solley, 2014). Students initially develop their oral language skills from the millions of words they hear from their parents and home environments. With different home environments, this leads to different levels of ability among students (Snow et al., 2012, p. 496). To take each word…half of the paper…find a sizable vocabulary that contains the words they are trying to read. Vocabularies are built with the help of strong phonetic skills, which in turn rely on good phonological skills and oral language skills. Works Cited Snow, P. C., Powell, M. B., Sanger, D. D., Nippold, M., & Schneider, P. (2012) . Oral language proficiency, young speakers and law. Speech, language and hearing services in schools, 43(4), 496-506. doi:10.1044/0161-1461(2012/11-0065)Solley, J. (2014, Jan 07). [Web log message]. Retrieved from https://bconline.broward.edu/d2l/le/content/118025/HomeSolley, J. (2014, February 18). Literacy for the 21st century: Fluency. [Presentation] Powerpoint presented during the classroom lesson. Davie, F. L. Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.