Which student entering first grade is at the highest risk of difficulties in learning to read?

Which student entering first grade is at the highest risk of difficulties in learning to read?

• A. A student with limited oral language development
• B. A student who can recite the alphabet
• C. A student who decodes many words quickly
• D. A student who has no exposure to print yet

Answer: (A)

Strong oral language abilities support both decoding and comprehension in early reading. When a student enters first grade with limited oral language development, they have fewer words to draw on, less syntactic control, and weaker listening comprehension. This makes it harder to understand new texts, grasp word meanings, and connect sounds to printed letters—key steps in learning to read. Even if another student can recite the alphabet or decodes a number of words quickly, those skills rely on solid language foundations to translate sounds into meaning. Not having exposure to print is a risk too, but language skill level is a more powerful predictor of who will struggle with reading in the early grades. So the student with limited oral language development is at the highest risk.

Strong oral language abilities support both decoding and comprehension in early reading. When a student enters first grade with limited oral language development, they have fewer words to draw on, less syntactic control, and weaker listening comprehension. This makes it harder to understand new texts, grasp word meanings, and connect sounds to printed letters—key steps in learning to read. Even if another student can recite the alphabet or decodes a number of words quickly, those skills rely on solid language foundations to translate sounds into meaning. Not having exposure to print is a risk too, but language skill level is a more powerful predictor of who will struggle with reading in the early grades. So the student with limited oral language development is at the highest risk.