The Nuffield Language for Reading study aims to evaluate two language programs designed to help children with literacy difficulties due to poor language and speech skills at entry into school (Caroll, Crane, Duff, Hulme, & Snowling, 2011). The study helps investigate the effectiveness of both forms of intervention that could help children develop and improve their foundations of language and literacy skills. The two language programs are Phonology with Reading (P+R) which aim to work on children's basic reading and spelling skills by focusing on three components: knowledge of letters and sound, promotion of awareness of phonemes and visual word recognition and an oral language (OL) program emphasizing four. key elements: narrative work, independent speaking and listening skills and vocabulary learning. (Crane, Snowling, Duff, Fieldsend, Caroll, Miles, Goetz & Hulme, 2007). The study results were consistent with the researchers' predictions. First, they predicted that children receiving the P+R program would perform better on phoneme awareness, basic reading and spelling skills, and letter sound knowledge than other children receiving the OL program. (Caroll et al., 2011). Second, the study results were also consistent with the researchers' predictions that children receiving the OL program would perform better on assessments of grammar, narrative and listening skills, and vocabulary compared to other children who received the P+L program (Caroll et al., 2011). . However, these children do not outperform their peers in reading or listening comprehension (Caroll et al., 2011). Additionally, the effectiveness of both language programs would be maintained after 20 weeks of intervention, with most recipients having average scores on literacy skills for ...... middle of paper ...... children with poor phonological skills. On the other hand, the oral language program facilitated skills such as storytelling, vocabulary, grammar and reading comprehension, which are particularly useful for children with poor command of English because it is not their language kindergarten (Snowling and Hulme, 2010). It is beneficial to implement early intervention based on the child's readiness to develop reading foundations through letter knowledge and phoneme awareness training provided by trained teaching assistants and not to wait until the child has “diagnosed” reading problems (Snowling and Hulme, 2010). ). Despite this, if response to a well-founded intervention program is low, it is crucial to reconsider and investigate concomitant difficulties that could potentially affect progress and require different treatment (Snowling and Hulme)., 2010).