The statement 'Young children who have language delays are at risk for reading disabilities when they are older' is true.

The statement 'Young children who have language delays are at risk for reading disabilities when they are older' is true.

• A. True
• B. False
• C. Not necessarily
• D. Depends on language exposure

Answer: (A)

Early language development lays the groundwork for later reading. Reading relies on both decoding skills (like phonological awareness and letter-sound knowledge) and language comprehension (vocabulary, grammar, and meaning). When a child has language delays, those foundational abilities are weaker, making it harder to map sounds to letters and to understand what is read, which increases the likelihood of reading difficulties as they grow older. Research consistently shows that children with early language delays are at higher risk for later reading disabilities than peers with typical language development. This risk persists even with strong language exposure or support, though timely interventions can lessen the chances and improve outcomes. So the statement is true because language delays in early childhood are a meaningful predictor of later reading challenges.

Early language development lays the groundwork for later reading. Reading relies on both decoding skills (like phonological awareness and letter-sound knowledge) and language comprehension (vocabulary, grammar, and meaning). When a child has language delays, those foundational abilities are weaker, making it harder to map sounds to letters and to understand what is read, which increases the likelihood of reading difficulties as they grow older. Research consistently shows that children with early language delays are at higher risk for later reading disabilities than peers with typical language development. This risk persists even with strong language exposure or support, though timely interventions can lessen the chances and improve outcomes. So the statement is true because language delays in early childhood are a meaningful predictor of later reading challenges.