Literacy is the ability to read and write. These are two fundamental skills that every child should master. This leads to success in elementary and secondary school, postsecondary school, the ability to compete in the job market, and participation in the democratic process (Wei, Blackorby, & Schiller, 2011). However, learning to read and write is a very complex process that requires an understanding of oral and written language. To start reading, children need a solid knowledge of the language they are trying to read. Knowledge of basic grammar rules and a broad vocabulary help children make sense of what they read. Without this knowledge, words can be seemingly random and the reader has a harder time predicting what an unknown word might be. Having a rich vocabulary, where the reader knows the meaning of words, makes the reading process easier. Being able to decode a word is only part of the process; a person must understand what the word means to fully understand what is written. Even though some people are able to read and pronounce words written in Spanish, this does not always mean they can understand what is being read. Teachers must constantly work to develop their students' vocabulary. In the first years of school it is very easy to integrate since most of the language generally used in school is new vocabulary; sum, difference, characters, title, etc. Children must not only hear the words but also use them themselves in the right context. Teaching children new words to describe what they already know can also help them turn a boring sentence into one that helps their audience truly understand what is being said. A phrase from "I like blue cars", while technically correct, does not convey as much meaning...... middle of paper .......Lonigan, CJ, Anthony, JL, Phillips, BM , Purpura, DJ , Wilson, SB and McQueen, JD (2009). The nature of preschool phonological processing skills and their relationships with vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101(2), 345-358.McGinty, AS and Justice, LM (2009, February). Predictors of print knowledge in children with specific language disorders. Journal of Speech, Language, and Hearing Research, 51(1), 81-97. Elementary Teachers' Federation of Ontario. (2011). ETFO FEED. Retrieved September 7, 2011 from Phonological processin: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Phonological%20Processing.aspxWei, X., Blackorby, J. and Schiller, E. (2011). Growth in reading achievement of students with disabilities aged 7 to 17. Exceptional children, 78(1), 89-106.