Reading in children with speech sound and/or specific language disorders: A narrative review of the literature

Children with a history of specific speech sound and/or language disorders are, to a variable extent, at risk of difficulties in learning to read. This critical review of the literature presents the characteristics of reading skills in these children, for both written word recognition and written comprehension. This analysis focuses on connections between their oral and written abilities. It is carried out with reference to models that connect spoken language impairments and reading disorders.