Since the time of E. B. Huey (1908), there have been clear indicators that oral language as a reflection of a child's linguistic ability has been clearly related to his or her reading achievement or comprehension. P. McKee (1937) and W. S. Gray (1937) both speculated that reading difficulties might parallel language deficiencies. G. Hildreth (1949) saw "linguability" as critical to the reading process. R. W. Shuy (1969) called for a new system of language arts instruction based on the child's language facility. Following E. L. Thorndike's study (1917), which found that reading comprehension was influenced by the relation of elements within a sentence, other researchers have found much the same evidence. Even with direct relationships established, researchers throughout the decades have found distinct differences between speech and reading modes. Nevertheless reading specialists have continued to stress the critical importance of oral language to reading acquisition. A number of researchers have all stressed the absolute necessity of basing reading instruction on strong oral language development. Nonetheless, coming decades will have to resolve many unanswered questions, such as: What skills are essential to oral language growth? Are quantity and quality synonymous with general language ability? and, Is there a hierarchy of language skills? Until these questions are addressed, reading theorists have a good way to go before a language-based reading model may be developed. (HOD)