The Nuffield language for reading study aims to evaluate two language programs designed to help children with literacy difficulties due to poor speech and language skills on entry to school (Caroll, Crane, Duff, Hulme, & Snowling, 2011). The study helps investigate the effectiveness of two forms of intervention that could help children develop and improve basic language and literacy skills. The two language programs are Phonology with Reading (P+R) which aims to work on children's basic reading and spelling skills with emphasis on three components: letter sound knowledge, promoting phoneme awareness and visual word recognition and oral language (OL) program that emphasizes four key elements: narrative work, ability to speak and listen independently, and vocabulary training. (Crane, Snowling, Duff, Fieldsend, Caroll, Miles, Goetz & Hulme, 2007). The study results were in line with what the researchers expected. First, they predicted that children receiving the P+R program would perform better in phoneme awareness, basic reading and spelling skills, and letter-sound knowledge than others who received the OL program ( Caroll et al., 2011). Second, the study results were also in line with the researchers' prediction that children who received the OL program would perform better on assessments of grammar, narrative, listening, and vocabulary skills than others who received the P+L program (Caroll et al., 2011). . However, these children do not outperform their peers in reading or listening comprehension skills (Caroll et al., 2011). Furthermore, the effectiveness of the two language programs would be maintained after 20 weeks of intervention with the majority of recipients performing in the average range in literacy skills for ... middle of paper ...... children with poor phonological skills . On the other hand, the oral language program facilitated skills such as narrative, vocabulary, grammar, and reading comprehension, which are especially helpful for children with limited proficiency in English because it is not their native language (Snowling & Hulme, 2010). It is helpful to implement early intervention depending on the child's readiness to develop the foundations of reading through letter knowledge and phoneme awareness training provided by trained teaching assistants and not wait until the child has “diagnosed” reading problems. reading (Snowling & Hulme, 2010). ). Nonetheless, if the response to a well-founded intervention program is poor, it is essential to reconsider and investigate concomitant difficulties that may influence progress and may require different treatment (Snowling & Hulme, 2010).