Pretend play and language growth are related through representational thought. Fundamental to representational thought are five connectives, at the theoretical level, which link pretend play and language growth: motor actions, roles and role changes, creative expression, concentration, and decentration. At the research level, results of selected studies show not only that pretend play and language growth are associated but also that pretend play in dramatic and sociodramatic forms can assist oral and written communication. Aspects of pretend play crucial to sociodramatic play and growth in language ability are: make-believe with objects, make-believe with situations and actions, imitative role play, and play episodes involving interaction and verbal communication. Based on theory and research, an instructional model has been developed for promoting language growth through sociodramatic play. The model contains observation and language development components. For use with preschool-aged children, the key elements of the observation component are observing children's sociodramatic experiences, interviewing children, and transcribing the interview. Building on completed transcriptions, the language development component for children in primary grades uses children's real language, actual vocabulary, and speech patterns to develop beginning reading skills. (Guidelines for implementing both components of the model are provided.) (RH)