What are the main prerequisites children need before learning to read?

Before learning to read, children must develop several fundamental skills: oral language (vocabulary, syntax, oral comprehension), phonological awareness (ability to manipulate language sounds like syllables, rhymes, phonemes), letter knowledge (names and sounds of letters), alphabetic principle (understanding that letters represent sounds), visual skills (discrimination, orientation, visual memory), and attention and working memory.

Why is phonological awareness considered crucial for reading success?

Phonological awareness is the best predictor of reading success because it enables children to perceive the sounds that make up words. A child who cannot identify these sounds will have difficulty associating them with letters, which is fundamental to the reading process. Working on phonological awareness in kindergarten is therefore essential for future reading development.

What percentage of children are affected by written language disorders?

Written language disorders, including dyslexia and dysorthographia, affect 5 to 10% of children. These conditions represent significant challenges in schooling and require specialized speech therapy intervention strategies.

What does the dual-route model describe in reading processes?

The dual-route model describes two distinct procedures for reading: the assembly route and another pathway (lexical route). This model explains how readers can process written language through different mechanisms, providing flexibility in how words are recognized and understood during the reading process.

What role does oral language play in written language development?

Oral language serves as a crucial foundation for written language learning. Children need to have developed vocabulary, syntax, and oral comprehension skills before they can successfully learn to read. Written language learning relies heavily on these prior oral language abilities as prerequisites.

What key areas does this guide cover for speech therapists working with written language?

This comprehensive guide covers eight main areas: prerequisites for reading, reading processes, learning to read, reading disorders, assessment methods, intervention strategies, downloadable tools, and frequently asked questions. It provides speech therapists with complete information on reading processes, potential difficulties, and therapeutic intervention strategies for written language disorders.

Written Language and Reading: Complete Guide for Speech Therapists

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Written language and reading: complete guide for speech therapists

Learning written language is a major challenge in schooling. It relies on prior oral language skills and involves specific mechanisms. Written language disorders (dyslexia, dysorthographia) affect 5 to 10% of children. This guide presents reading processes, possible difficulties and speech therapy intervention strategies.

📖 Resources for written language

Reading exercises, phonological awareness, adapted texts

Access the tools →

Prerequisites for learning to read

Before learning to read, children must have developed certain fundamental skills:

Oral language: vocabulary, syntax, oral comprehension
Phonological awareness: ability to manipulate language sounds (syllables, rhymes, phonemes)
Letter knowledge: names and sounds of letters
Alphabetic principle: understanding that letters represent sounds
Visual skills: discrimination, orientation, visual memory
Attention and working memory

💡 Phonological awareness: the key to reading

Phonological awareness is the best predictor of reading success. A child who cannot perceive the sounds that make up words will have difficulty associating them with letters. Working on phonological awareness in kindergarten is essential.

Reading processes

Two reading pathways

The dual-route model describes two procedures for reading:

Pathway	Mechanism	Used for
Assembly route (phonological)	Grapheme-phoneme conversion: decoding letter by letter	New words, pseudowords, regular words
Direct route (lexical)	Global recognition: recognizing words stored in memory	Frequent words, irregular words (women, onion)

Expert readers use both pathways flexibly according to the words encountered.

Learning phases

Logographic phase: the child recognizes some words globally (their name, logos)
Alphabetic phase: they learn to decode, grapheme-phoneme correspondences
Orthographic phase: they recognize more and more words globally

Reading disorders

Dyslexia

Specific reading learning disorder of neurobiological origin that persists despite adequate instruction. We distinguish:

Phonological dyslexia: impairment of the assembly route (difficulty with pseudowords)
Surface dyslexia: impairment of the direct route (difficulty with irregular words)
Mixed dyslexia: both routes impaired

Warning signs

Persistent phonological awareness difficulties in kindergarten
Difficulty learning letters
Slow and laborious reading after first grade
Many reading errors (confusions, inversions, omissions)
Difficulty understanding what is read
Avoidance of reading

Speech therapy assessment

Phonological awareness: syllables, rhymes, phonemes
Reading: regular words, irregular words, pseudowords, text
Accuracy and speed (fluency)
Reading comprehension
Spelling
Oral language: the foundation of written language

Speech therapy intervention

Principles

Early: from the first signs of difficulty
Intensive: several sessions per week at the beginning
Structured: logical, explicit progression
Multimodal: visual, auditory, kinesthetic

Areas of work

Phonological awareness: sound manipulation
Grapheme-phoneme correspondences: explicit and progressive learning
Fluency: repeated, timed reading
Comprehension: comprehension strategies
Spelling: alongside reading

Our tools to download

🎶 Phonological awareness

Exercises on syllables, rhymes and phonemes.

Download

🔤 Syllable cards

Syllables for decoding training.

Download

📖 Dyslexia-adapted texts

Texts with layout facilitating reading.

Download

⚡ Flash reading

Cards for rapid recognition training.

Download

Frequently asked questions

📌 At what age can dyslexia be diagnosed?

Dyslexia diagnosis is generally only made after 18 months of formal reading learning (end of second grade). Before that, we speak of delay or learning difficulty. However, phonological awareness difficulties in kindergarten are warning signs to be taken seriously and justify preventive intervention.

📌 Can dyslexia be cured?

Dyslexia is a persistent disorder: it doesn't "heal". However, with appropriate remediation and accommodations, people with dyslexia can learn to read and write, develop compensation strategies, and succeed in their academic and professional paths. Reading may remain slower and more effortful, but functional.

📌 Should you make a child with difficulties read?

Yes, but in an adapted way. Training is necessary to progress. Favor texts at their level (not too difficult), short and regular sessions, and value progress. Avoid making them read aloud in front of others if they are struggling. The important thing is to maintain pleasure and motivation.