The presentation examines information on the issue of language-reading dependency and the roles that speech language pathologists (SLPs) can play to address both skills. The relationship of oral language and reading development is examined in terms of models (such as the Top-Down/Bottom-Up model) and hypotheses and research etiology. Studies on the topics are discussed and the belief that a strong interdependent relationship exists between oral language competence and literate language learning is explored. The paper suggests eight options for SLPs in working with children referred for not learning to read, including assisting in the selection of the reading program and modifying instructional language. Treatment approaches that stress linguistic awareness, fluency, narrative work, retrieval, written language and study skills, comprehension monitoring strategies, monitoring of self correction, and restructuring of syntactic and semantic complexity. A six-page bibliography concludes the report. (CL)