Links have long been made between literacy and economic development, and recent governments in the UK have put great emphasis on the teaching of literacy to raise educational standards. There is substantial evidence to show that spoken and written language share some processes in common and that the development of literacy is supported by the development of spoken language. Anecdotal evidence from early years practitioners suggests that many children coming into early years education, particularly those from disadvantaged socioeconomic backgrounds, may not have the spoken language skills needed to develop reading and writing. This preliminary study aimed to investigate the extent to which the spoken language skills of children reared in poverty are depressed in comparison with the general population, and in comparison with their general cognitive abilities. Two tests were administered to children in their first term at nursery school to measure their spoken language skills and cognitive abilities: CELF-PUK and BAS II. More than half of the children were found to be language-delayed, although girls' receptive language abilities were significantly better than those of boys. Participants' language skills were also significantly depressed in comparison with their cognitive abilities. Government initiatives to raise awareness of spoken language in the early years are discussed, and implications for the future role of speech and language therapists working in the pre-school sector are considered.

Evidence from the USA (Hart & Risley, 1995; Robertson, 1998) and the UK (Tunmer & Hoover, 1992; Burt, Holm & Dodd, 1999) suggests that socio-economically disadvantaged children are more likely than children of higher socio-economic status to have poor language skills and thus to be at risk of subsequent academic failure. The present study represents the baseline and first follow-up stages (funded by British Telecom) of a proposed longitudinal investigation of socioeconomically disadvantaged children entering nursery at the age of three until the age of seven, when they will have taken their Key Stage 1 SATs. Its purpose was to compare children’s spoken language in relation to their cognitive abilities, at the age of three and again at the age of five.Two-hundred-and-forty children were recruited from four nurseries in areas of socioeconomic deprivation. During their first term, two standardised batteries were administered: CELF-PUK, a measure of spoken language skills, and BAS II (Early Years), a measure of cognitive abilities. The two batteries were re-administered two years later. At baseline, 54 per cent of the children were found to be language-delayed. At follow-up this proportion had decreased very slightly to 48 per cent; however, the prevalence of severe language delay had increased almost threefold, from nine per cent to 26 per cent. Mean scores on the language measures at baseline were significantly depressed in comparison with those on the cognitive measures; the gap widened at follow-up since language scores remained stable while cognitive scores improved. Girls’ receptive language was better than boys’ at baseline and follow-up. A comparison of the progress made by the children scoring highest and lowest on the language measures at baseline showed that while the least language-competent girls improved, the least language-competent boys failed to do so, and the children who were most language-competent at baseline actually deteriorated.The children’s language delays were clearly not attributable to poor cognitive abilities. Rather, they were more likely to be the result of limited exposure to spoken language and opportunities for language use, perhaps initially at home, but also at nursery. We argue that the premature focus in the foundation years on literacy at the expense of oracy has a deleterious effect on the spoken language, and therefore the subsequent academic progress, of children who are far from ready to begin reading and writing.

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