Articles > Research Updates: The Key Role of Language Development in Later Reading Ability

Posted in Research Updates on Friday, January 15, 2010

Language development is fundamental to school success, and researchers (Snow, 2007; Dickinson &Tabors, 2001) have recommended a comprehensive language approach in order to successfully promote reading ability in children. The National Evaluation of Early Reading First (Russell et al., 2007) found that, unfortunately, we have made little gain in promoting oral language skills. The reason for this may be at least partially explained by the results of a Head Start study by Dickinson, McCabe and Essex (2006). They found that teachers engaged in interactions that expanded language skills only 12% of opportunities. And even the highest performing teachers facilitated language skills only 18% of opportunities.

Children at risk for language delay when they enter kindergarten are also at high risk for reading disabilities (Catts, Fey, Tomblin, & Zhang, 2002). Children who are at risk for school failure often lack the language competence needed for school literacy instruction (Larney, 2002). The prognosis for school success is poor for these preschoolers. By the end of first grade, children with limited language skills usually score in the bottom quartile on reading assessment measures. More than 8 out of 10 children who read poorly at the end of first grade will still read poorly at the end of fourth grade (Juel, 1988). Fortunately, children who receive early language support are significantly less likely to experience later reading difficulties (Catts, Fey, Tomblin, & Zhang, 2002; Dickinson & McCabe, 2001).

References

Catts, H., Fey, M., Tomblin, B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.

Dickinson, D., & McCabe, A. (2001). Bringing it all togther: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research and Practice, 16, 186-202.

Dickinson, D., McCabe, A., & Essex, M. (2006). A window of opportunity we must open to all: The case for high-quality support for language and literacy. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (pp. 11-28). New York: Guilford Press.

Dickinson, D., and Tabors, P. (2001). Beginning literacy with language. Baltimore: Paul Brookes.

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 4, 437-447.

Larney, R. (2002). The relationship between early language delay and later difficulties in literacy. Early Child Development and Care, 172, 183-193.

Russell, J., McCoy, A., Pistorino, C., Wilkinson, A. Burghrdt, J., Clark, M., Ross, C., Schochet, P., Swank, P, & Schmidt, S.R. (2007). National Evaluation of Early Reading First: Final Report to Congress. IES National Center for Education Evaluation and Regional Assistance. NCEE 2007-4007, U.S. Department of Education.

Snow, C. (2007). Socializing children for academic success: The power and the limits of language. Paper presented at the meeting of the Society for Research in Child Development, Boston, MA.