According to Diane August (2002), at the Center for Applied Linguistics, Multilingual Learners (MLs) spend less than two percent of their school day in oral language development. Echevarria and Goldenberg (2017) support that creating numerous opportunities for ML students to speak will accelerate their vocabulary and oral language development to increase their chances of school success. Oral language, mainly speaking, is an integral part of second language acquisition at North Georgetown Elementary School, where ML students continue to show a deficit in the domain of speaking, as evidenced by the low scores on the WIDA ACCESS for ELLs during the 2020- 2022 school years. This project utilized an improvement-science approach to pinpoint the problem and design a corrective course of action to improve the speaking skills of ML students. The project utilized teacher and peer-led lessons with a focus on oral language acquisition. Each lesson included reading texts aloud to provide students with access to vocabulary that can support ML students in language development, as they expand their vocabulary for listening and speaking (Santoro et al., 2008). Findings indicate that these interventions improved the vocabulary and speaking skills of ML students, as evidenced by data collected through word count measures and the WIDA MODEL assessment for kindergarten.  [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]