Early language intervention: A deterrent to reading disability

Reading is a language art! In acquiring competence in reading we build on proficiencies already available in the primary (spoken) language system. Language is made up of three primary components that impact on reading-phonology, or the sound structure of language including syllables and phonemes; syntax, or the rules governing the sequential ordering of words in phrases and sentences; and semantics, or the meaning system that is attached to words and phrases as a consequence of experiences in a variety of contexts. All three depend upon adequate short- and long-term memory capacities and functioning for their growth and refinement. Additionally, the bridging of speech to print, or the task of establishing sound/symbol correspondences in beginning reading draws not only upon phonological competencies and memory, it is also dependent upon the discovery that words are made up of smaller and isolable parts. This knowledge is often referred to as auditory segmenting which is one aspect of metalinguistic awareness.This paper will discuss these five language roots of reading. The authors will report on research that demonstrates that children, upon school entrance, do not all possess equal levels of competencies in these five critical language areas. Since success in beginning reading is dependent upon the adequate development and functioning of each of the five language areas noted above, early school experiences should be directed toward language development, as well as reading instruction, if we are to reduce the incidence of reading difficulties in our schools. Finally, we will offer suggestions for enhancing language competencies that will support and promote the acquisition of reading.