Specific Speech and Language Difficulties and Literacy

Abstract

This chapter explores the relationships between oral language skills and literacy in children with specific speech and language difficulties. We consider the heterogeneous nature of the population of children with language difficulties and provide evidence to support the view that children with specific language problems experience a variety of problems with the language system. The extent and nature of any associated literacy problems will be related to the particular domain of language processing that is compromised. The ways in which language difficulties may serve as barriers to literacy development are considered. It is argued that semantics, syntax, metalinguistic abilities and attention must be considered in addition to phonological factors if we are to develop and an accurate picture of the links between language and literacy. A dynamic model with the relative importance of different factors at different developmental stages needs to be considered.