Recognizing that oral language plays a critical role in facilitating a child's written language learning, a study examined the nature and function of oral language between child and teacher and child and peer as it accompanied the writing processes and written production of young children. Participants in the study were 36 prekindergarten children from one early childhood education center. Data were collected by videotaping teacher-child dyads as well as children and teachers working in small groups during writing events. Two videotapings of five four-year-old children were also made during a planned, written language activity. The findings revealed that the children's oral language seemed to fulfill an organizational function, directing their activities as they worked. Sounding to probe for sound-symbol relations, letter naming, discussion of ability to write and the need for help, self-directing statements, discussion of letter formation, discussion of placement, and discussion of title and authorship all appeared to be functions of oral language that assisted the children in obtaining needed information from others and themselves that would enable them to proceed with the writing process. (HOD)