What the 2025 Meta-Analysis Says About SSD and Dyslexia Risk

Are children with speech sound disorders more likely to develop reading difficulties or dyslexia?

This is one of the most common questions speech-language pathologists are asked by teachers and families. A 2025 systematic review and meta-analysis published in Journal of Speech, Language, and Hearing Research (JSLHR) provides updated evidence on the relationship between speech sound disorders (SSD), language impairment, and reading outcomes.

Here is what the research shows — and what it does not.

What Is the Link Between Speech Sound Disorders and Reading Difficulties?

The 2025 meta-analysis by Walquist-Sørli and colleagues examined longitudinal and concurrent studies comparing children with speech sound difficulties to peers without SSD.

Across pooled studies, children with speech sound disorders showed:

• Moderate negative effect sizes for language outcomes
• Moderate negative effect sizes for reading outcomes
• Persistent group differences over time

Importantly, phonological awareness emerged as a significant moderator.

This means children with speech sound disorders are, on average, at increased risk for later language and reading difficulties compared to peers without SSD (Walquist-Sørli et al., 2025).

Does Speech Sound Disorder Cause Dyslexia?

No.

The research demonstrates association, not causation.

Speech sound disorders do not automatically lead to dyslexia. Many children with SSD develop typical literacy skills. However, SSD may reflect broader phonological processing vulnerabilities that overlap with early reading development.

Risk is elevated at the group level, not guaranteed at the individual level.

Why Does Phonological Awareness Matter?

Phonological awareness — the ability to recognize and manipulate sounds within words — is a well-established predictor of reading success.

In the 2025 meta-analysis, phonological awareness moderated literacy outcomes. This supports decades of reading research demonstrating that weaknesses in phonological processing increase the likelihood of decoding difficulty (Walquist-Sørli et al., 2025; ASHA Practice Portal, n.d.).

For clinicians, this reinforces the importance of screening and monitoring phonological awareness in children with speech sound disorders.

What Are the Clinical Implications for SLPs?

1. Broaden Assessment Beyond Articulation

Speech sound evaluations should consider:

• Phonological awareness
• Expressive and receptive language
• Family history of literacy challenges
• Early literacy skills

2. Monitor Literacy Development Over Time

Improvement in articulation accuracy does not automatically eliminate literacy risk.

3. Frame Early Intervention as Preventive

Early, targeted support addressing speech and phonological processing may help reduce downstream literacy challenges. This is not alarmist — it is proactive.

How Should SLPs Explain SSD and Reading Risk to Teachers?

Instead of saying:

“They’re just at higher risk.”

Try:

“Research shows children with speech sound disorders have an elevated risk for later language and reading difficulties, particularly when phonological awareness is also weak. That’s why we monitor literacy skills closely.”

Clear. Evidence-informed. Clinically responsible.

The Bottom Line

Speech sound disorders are not “just articulation.”

The current body of research, including the 2025 meta-analysis, supports a meaningful association between speech sound difficulties and later language and reading outcomes. For clinicians, this underscores the importance of early screening, monitoring, and collaboration around literacy development.

Thoughtful, evidence-informed practice allows us to move from reactive intervention to preventive support.

References

American Speech-Language-Hearing Association. (n.d.). Speech sound disorders: Articulation and phonology. ASHA Practice Portal. https://www.asha.org/practice-portal/clinical-topics/articulation-and-phonology/

Walquist-Sørli, L., et al. (2025). Are speech sound difficulties risk factors for difficulties in language and reading skills? A systematic review and meta-analysis. Journal of Speech, Language, and Hearing Research. Advance online publication. https://pubmed.ncbi.nlm.nih.gov/39626051/

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