Risk factors for dyslexia: addressing oral language deficits

Journal article

Studies of children at high risk of dyslexia demonstrate that oral language difficulties are a major risk factor for poor reading and that children who enter school with poor language are likely to struggle to become proficient readers. We review findings of studies of oral language intervention against a backdrop of research showing that language skills are the foundation for learning to read. 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 as rated by teachers. The fidelity of delivery of such programs depends upon educators receiving appropriate training and support during delivery.

Authors: Snowling, MJ; Hulme, C

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Wiley
• Journal: Mind, Brain, and Education
• Publication date: 2025-07-08
• Acceptance date: 2025-06-25
• DOI: 10.1111/mbe.70009
• EISSN: 1751-228X
• ISSN: 1751-2271
• Language: English
• Keywords: dyslexia; DLD; language; intervention