Snowling, Margaret and Hulme, Charles ORCID: https://orcid.org/0000-0001-9499-5958 (2025) Risk Factors for Dyslexia: Addressing Oral Language Deficits. Mind, Brain, and Education, 19 (3). pp. 168-175.

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Abstract

Studies of reading development show that problems with oral language (speaking and listening skills) place children at high risk of poor reading and those who enter school with poor language are likely to struggle to become proficient readers. We review findings of studies of interventions to promote oral language intervention and aim to strengthen the foundations of learning to read. We report that language screening to identify at‐risk children, followed by language intervention delivered as a “pull‐out” program, can improve oral language skills with positive effects on later reading and behavior in school. The successful delivery of such programs depends upon educators receiving appropriate training and support.

Item Type:	Article
Status:	Published
DOI:	10.1111/mbe.70009
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/13845

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