This article presents the results of a quasi-experimental study of whether there exists a causal relationship between spoken language and the initial learning of reading/writing. The subjects were two matched samples each of 24 preschool pupils (boys and girls), controlling for certain relevant external variables. It was found that there was no causal relationship between the initial reading/writing performance and the language variables that have traditionally been regarded as relevant in facilitating the learning of reading/writing (vocabulary, articulation, and auditory memory). Phonemic awareness, however, was strongly causally related with the writing of simple words.