Speech Sounds and Reading: How Speech Sound Disorders Affect Literacy
Children with speech sound difficulties are at higher risk of reading problems: a 2025 meta-analysis found reading gaps that persisted over time. Speech errors alone carry a modest risk, which rises with a language difficulty, unusual (“disordered”) errors, or a family history of dyslexia.
What the research shows
A 2025 meta-analysis pooled 290 effect sizes from studies comparing children with speech sound difficulties and their peers. The children with speech sound difficulties showed significant concurrent language and reading problems, and in longitudinal studies the gaps persisted or increased over time. The findings held regardless of the severity or type of speech difficulty, though the authors flagged possible publication bias from small studies.1
ASHA’s Practice Portal reaches the same conclusion: poor speech sound skills in kindergarten have been associated with lower literacy outcomes, especially alongside language or phonological awareness difficulties, and even children with mild speech sound disorders can have an increased risk of difficulties with phonological awareness and spelling.3
When speech errors matter most for reading
| Factor | Effect on literacy |
|---|---|
| Speech sound disorder at 3½, alone | Small but significant risk of weaker phoneme skills and spelling at 5½ and word reading at 8 |
| Speech difficulties persisting to school entry | Poorer early literacy skills |
| “Disordered” rather than “delayed” errors | Poorer word reading |
| Initial severity of the speech disorder | Not a significant predictor of reading |
| A co-occurring language impairment | Strongly predictive of literacy |
| Family risk of dyslexia | Additional risk at both ages |
Factors and literacy outcomes in a UK cohort followed from age 3½ to 8 (Hayiou-Thomas et al., 2017).2
The authors concluded that early speech sound disorder alone has only modest effects on literacy, but that when other risk factors are present the consequences can be serious — consistent with the view that multiple risks add up.2
Why speech and reading are linked
Reading in English depends on hearing and handling the sounds inside words. ASHA explains that in typical development, speech production and phonological awareness grow in a mutually supportive way: through sound play, children learn to break words into sounds and map those sounds onto letters. Difficulties listening to, discriminating, or remembering speech sounds can lead to both speech production and literacy difficulties.3
Free Printable Word Lists
Print practice words by sound and position — no account needed.
What parents and schools can do
- Ask whether your child’s speech assessment included language — ASHA includes language testing because problems so often co-occur.
- If your child has a speech sound disorder, ask the school to monitor reading and spelling, as ASHA recommends.
- Mention any family history of reading difficulties or dyslexia.
- Play with sounds at home: rhymes, first-sound games, and clapping syllables.
ASHA lists recommending additional spoken or written language assessment, and monitoring reading and writing progress in students with identified speech sound disorders, among the possible outcomes of a speech assessment. Find a certified SLP through ASHA’s ProFind directory.3,4
About SpeechStep
SpeechStep is speech-sound practice for ages 4–8. It does not teach or assess reading; if you are worried about literacy, raise it with your child’s school and SLP.
Frequently asked questions
Do speech sound disorders affect reading?＋
They raise the risk. A 2025 meta-analysis of 290 effect sizes found children with speech sound difficulties had significant reading problems compared with peers, and longitudinal studies showed the gaps persisting or growing over time. ASHA notes poor speech sound skills in kindergarten have been associated with lower literacy outcomes.
Which children with speech problems are most at risk for reading difficulties?＋
In a UK study following children from 3½ to 8, early speech sound disorder alone had only modest effects. Risk was higher when speech problems persisted to school entry, when errors were “disordered” rather than “delayed,” when a language impairment co-occurred, and when there was a family risk of dyslexia.
Why are speech and reading connected?＋
ASHA explains that speech production and phonological awareness — noticing and manipulating the sounds in words — develop in a mutually supportive way, and that difficulties listening to, discriminating, or remembering speech sounds can lead to both speech and literacy difficulties.
Should a child with a speech sound disorder be checked for reading problems?＋
ASHA recommends monitoring reading and writing progress in students with identified speech sound disorders, and a speech assessment may recommend additional spoken or written language assessment. About 25% of children receiving school-based speech services may also qualify for reading-related services.
Put this into practice today
Try the free printable word lists, or start daily AI speech practice — every child takes one SpeechStep at a time.
References
4 sources from authoritative bodies. Last reviewed October 2026.
- 1.Peer-reviewedWalquist-Sørli et al. — Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? — Systematic review and meta-analysis (JSLHR), 2025.
- 2.Peer-reviewedHayiou-Thomas, Carroll, Leavett, Hulme & Snowling — When Does Speech Sound Disorder Matter for Literacy? — Longitudinal cohort study (Journal of Child Psychology and Psychiatry), 2017.
- 3.ASHASpeech Sound Disorders: Articulation and Phonology — Practice Portal page.
- 4.ASHAASHA ProFind: Find a Certified Speech-Language Pathologist — Referral directory.