In the early years, oral language experiences play a major role in developing children’s comprehension, verbal expression, vocabulary and listening skills. Children construct language according to need and purpose. So therefore, putting language into practice requires the recognition of the concept of words and recognising that words as basic elements of speech. Teachers need consider the dialogue that is used in the classroom. To enable children to learn and develop from their experiences, it is the teacher’s responsibility to ask questions about language and build upon language experiences. Cognitive questioning practices, for example, ‘How do you understand?’, ‘What does this remind you of?’, ‘How is this different?’ will help to facilitate reflective conversations about the meaning of text. However, teachers also need to be mindful that their language of instruction is kept at a level of suitable complexity and clarification, especially when teaching those children deemed ‘at risk’. Hay et al. (2007), examines four levels of instructional dialogue which support how teachers can improve children’s language development. Blank’s levels of language complexity allow children an opportunity to develop vocabulary from the lowest cognitive levels of dialogue. The research findings noted significant changes in language performance of children ‘at risk’ and supported findings that it is not phonological knowledge and book reading alone that contribute to the early development of literacy.