Half work already done by the student: Educators have a significant responsibility in which to promote oral language development. This is often successful when the educator intentionally creates a language-rich surrounding that provides various opportunities on behalf of the students to be active participants. Focusing on students between Kindergarten and Year 2 classrooms, the early readers are exposed to a variety of reading strategies for developing their oral language and reading comprehension. According to Clark & Graves (2004), the use of scaffolding allows the educator to release the sole responsibility of a task and enables the student to achieve a goal which they could not complete alone. The concept of scaffolding is formed from Vygotsky’s social constructivist view of learning, according to the theorist this is proximal development. This is an area between what children can do independently and what they will be able to accomplish with assistance, such as literacy development. In contrast, Massey (2013) states scaffolding as a technique is significant to introduce and integrate book language. Enriching the importance of scaffolding within the classroom also includes Gillanders, Castro & Franco (2014) as they justify the benefits of scaffolding process with dual language learners and the impact on comprehension and maximising their opportunities for participation. Focus on four core readings Massey, L. (2013). From the Reading rug to the Play centre: Enhancing vocabulary and comprehensive language skills by connecting storybook reading and guided play. Early Childhood Education 41, 25-13. doi: 10.1007/s*****-012-054-y Clark, K. F., & Graves, M. F. (2004). Scaffolding Students' Comprehension of Text. The Reading Teacher, 58(6), 570-580. doi: 10.1598/rt.58.6.6 Gillanders, C., Castro, D. C., & Franco, X. (2014). Learning Words for Life. Reading Teacher, 68(3), 213-221. doi:10.1002/trtr.1291 Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How Can Book Reading Close the Word Gap? Five Key Practices From Research. The Reading Teacher, 68(7), 560-571. doi:10.1002/trtr.1347 and write critical reflective essay based on four of these readings answering these questions: -discuss the insights you have gained regarding strategies for developing children’s oral language and reading comprehension in K-2 classrooms in ways that support their literacy development. theories - identify and discuss some insights you have gained about issues relating to working with learners with English as an additional language or dialect [EAL/D]. Your discussion should focus on general principles and strategies rather than specific activities theories