Language skills, learning to read and reading intervention

Abstract

The paper outlines a framework for the development of reading that shows it is heavily dependent upon spoken language processes. Within this view, reading difficulties can follow from difficulties with speech processing (decoding problems) or from broader language processing impairments (comprehension problems). The paper describes the literacy development of children at high-risk of reading failure and shows how their reading outcome depends on the interaction of the phonological and language skills they bring to the task of reading. Findings have implications for the development of theoretically motivated reading interventions. The evaluation of such interventions is described.