Description

In this talk, Professor Snowling explores the relationship between language and reading development in children. She addresses common misconceptions about children who experience both language and reading difficulties, emphasizing that these challenges often overlap rather than occur separately. Professor Snowling highlights early signs that may indicate a child is at risk, and explains how timely identification can support better outcomes. She examines protective and risk factors that shape academic and emotional development, emphasizing the importance of early intervention, strong home literacy environments, and supportive relationships. Professor Snowling also considers the links between language and literacy difficulties and mental health, underscoring the need for holistic approaches that address both learning and emotional wellbeing. Finally, she reflects on how recent research on language disorders can inform classroom practice, teacher training, and educational policy. By integrating evidence-based strategies with a focus on emotional and academic support, educators and professionals can better understand and assist children with diverse learning profiles, helping them thrive both academically and socially.

Learning Objectives

A. To understand common misconceptions and overlapping features of language and reading difficulties in children.

B. To identify early indicators, risk factors, and protective factors influencing language and literacy development.

C. To explore how research on language disorders can inform classroom practice, teacher training, and support for children’s emotional wellbeing.