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describe an inextricable link between language improvement and studying achievement (e.g., Byrne and Fielding-Barnsley, 1995 ; Gough and Tunmer, 1986 ; Hoover and Gough, 1990 ; Johnston and Kirby, 2006 ; Joshi and Aaron, 2000 ; Tunmer and Hoover, 1993 ; Vellutino et al., 2007 ). Early oral language competencies predict later literacy ( Pearson and Hiebert, 2010 ). Not only do young children with stronger oral language competencies purchase new language expertise faster than college students with poorly developed oral language competencies ( Dickinson and Porche, 2011 ), but they also learn key literacy skills faster, equivalent to phonemic awareness and understanding of the alphabetic principle ( Cooper et al., 2002 ). Both

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