The aim of this paper is to establish the significance of listening and speaking as key and powerful components of effective literacy practices. The analysis is based on the Neo-Vygotskian theory, and on the methodology of communication content analysis, and speech monitoring strategies in educational contexts. The nature of oral discourse is analyzed from a functional, an ontogenetic, and a phylogenetic perspective, but also as a tool of symbolic power and knowledge. Τhe paper constitutes a theoretical meta-analysis of the subject. Listening and speaking as active literacy processes are discussed and two major models of oral communication are outlined, the dialogic and the transmission model. Finally, the paper presents research findings on effective literacy practices and formulates conclusions on the value of enhancing strategies that promote listening and speaking in literacy practices.