The language development of one child was examined from birth to three years of age in order to map the similarities and differences in the acquisition of oral language, reading, and writing skills. The study also sought to provide insight into why learning to read and write are not as naturally easy as learning to talk. Data were collected by tape recording daily the child's oral language, making transcripts of interactions between the child and the researcher, and keeping a log of time spent by the child in interaction, which was complemented by monthly half-hour videotapes and one-hour cassettes of oral language and reading. Books, reading interests, writing and drawing samples, play equipment, and activities were catalogued chronologically. The following observations were made after analyzing the data: (1) early reading and writing demonstrate communicative intent, (2) language learning is easier with a responsive model who gives immediate feedback in a predictable environment, (3) the language arts are interdependent support systems, (4) the language learner directs his or her own learning, (5) both reading and writing require developmental definitions, and (6) "readiness" is an inappropriate term in developmental literacy. The study concluded that, given an encouraging environment with proficient language models, even the very youngest member of a literate society uses semantic intent to intuitively separate storytelling, story reading, writing, and drawing as interdependent support systems bound by their respective discourse contexts. (RL)