Snowling, Margaret and Hulme, Charles (2025) The Reading Is Language Model: A Theoretical Framework for Language and Reading Development and Intervention. Annual Review of Developmental Psychology, 7 (1). pp. 195-218.

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Abstract

Language is at the heart of learning and education, and children who enter school with language weaknesses are at high risk of educational failure. We review interventions for reading and language that have been rigorously evaluated and highlight issues of implementation beyond research trials. Our review confirms that interventions to promote language and reading skills can be effective. We propose the reading is language (RIL) model, a developmental extension of the simple view of reading. The RIL model views language as a critical foundation for all aspects of literacy development, initially for learning to read words and subsequently for developing reading comprehension and written expression. Identifying and intervening to ameliorate language and reading difficulties are feasible and have important implications for improving educational and psychosocial well-being.

Item Type:	Article
Status:	Published
DOI:	10.1146/annurev-devpsych-111323-084821
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/13844

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