{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,17]],"date-time":"2026-10-17T20:51:00Z","timestamp":1792270260681,"version":"4.4.0"},"reference-count":30,"publisher":"SAGE Publications","issue":"12","license":[{"start":{"date-parts":[[2015,11,2]],"date-time":"2015-11-02T00:00:00Z","timestamp":1446422400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Psychol Sci"],"published-print":{"date-parts":[[2015,12]]},"abstract":"<jats:p>The development of reading skills is underpinned by oral language abilities: Phonological skills appear to have a causal influence on the development of early word-level literacy skills, and reading-comprehension ability depends, in addition to word-level literacy skills, on broader (semantic and syntactic) language skills. Here, we report a longitudinal study of children at familial risk of dyslexia, children with preschool language difficulties, and typically developing control children. Preschool measures of oral language predicted phoneme awareness and grapheme-phoneme knowledge just before school entry, which in turn predicted word-level literacy skills shortly after school entry. Reading comprehension at 8\u00bd years was predicted by word-level literacy skills at 5\u00bd years and by language skills at 3\u00bd years. These patterns of predictive relationships were similar in both typically developing children and those at risk of literacy difficulties. Our findings underline the importance of oral language skills for the development of both word-level literacy and reading comprehension.<\/jats:p>","DOI":"10.1177\/0956797615603702","type":"journal-article","created":{"date-parts":[[2015,11,2]],"date-time":"2015-11-02T20:39:56Z","timestamp":1446496796000},"page":"1877-1886","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":186,"title":["The Foundations of Literacy Development in Children at Familial Risk of Dyslexia"],"prefix":"10.1177","volume":"26","author":[{"given":"Charles","family":"Hulme","sequence":"first","affiliation":[{"name":"Division of Psychology and Language Sciences, University College London"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hannah M.","family":"Nash","sequence":"additional","affiliation":[{"name":"Department of Psychology, University of Leeds"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Debbie","family":"Gooch","sequence":"additional","affiliation":[{"name":"Department of Psychology, Royal Holloway College, University of London"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Arne","family":"Lerv\u00e5g","sequence":"additional","affiliation":[{"name":"Department of Education, University of Oslo"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Margaret J.","family":"Snowling","sequence":"additional","affiliation":[{"name":"St John\u2019s College, Oxford"},{"name":"Department of Experimental Psychology, University of Oxford"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2015,11,2]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/0956797611434536"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/0956797611434536"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/desc.12153"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/cdev.12295"},{"key":"e_1_3_2_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/0956797610375449"},{"key":"e_1_3_2_7_1","volume-title":"Diagnostic Evaluation of Articulation and Phonology (DEAP)","author":"Dodd B.","year":"2002","unstructured":"Dodd B., Hua Z., Crosbie S., Holm A., Ozanne A. 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