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Abstract
In recognition of your pioneering and influential work on the cognitive aspects of developmental dyslexia, advancing our understanding of the relationship between oral language, development and dyslexia, and the nature of reading disabilities internationally. with oral language impairments, there are those whose problems resolve by the age of school entry and are typically free of reading impairments. 3 Children with speech sound disorders tend not to have problems of phoneme awareness or reading unless they have concomitant language impairment in which case they are at high risk of reading failure. 4 For children of families with dyslexia, there are a variety of outcomes; as well as children with classic dyslexia and with normal reading, there are children with broader language learning difficulties; and a very interesting group who shows all the signs of reading difficulty at six years but who does not succumb to literacy problems at a later stage.