We know that when children start to learn to read, they use their existing spoken language systems to develop their reading systems.
Speech and language difficulties are very common early in development, and we know that some, but not all, children with speech and language difficulties go on to have literacy difficulties.
This presentation will use recent research to examine which children with speech and language difficulties are most at risk of literacy difficulties, and why.
I will present findings from my own research and that of colleagues to show how we can best support children with speech and language difficulties.
Presented by Julia Carroll