CHILDREN from the most deprived areas are twice as likely to experience difficulties in language development before they start school than those in wealthier locations, according to research.

One in three youngsters with speech, language or communication problems are from the most deprived areas of Scotland, leading experts to call for a focus on boosting language skills as a key way to improve the chances for the poorest children.

While being able to read well is critical for children's prospects at school and later in life, one in five youngsters who are growing up in poverty are unable to read well by the time they finish primary school.

The research, from the Read On, Get On campaign, said this "helps explain the persistent educational divide in Scotland that each year prevents thousands of our poorest children from fulfilling their potential".

The campaign group, a coalition of charities including Save the Children and literary agencies, is now calling on the Scottish Government to invest in early-years education to ensure all nurseries have at least one member of staff who has a graduate level qualification in early language or literacy.

The report said: "Learning to read well starts early and good early language skills are the vital stepping stone.

"If children do not learn to speak and listen from an early age, along with developing their understanding of the meaning of words and stories, they will struggle to learn to read well when they get to primary school

"The Read On, Get On campaign has therefore set an interim goal that every child in Scotland has good language skills by the time they start school.

"Boosting children's early language skills is therefore critical to narrow the attainment gap and improve the life chances of our poorest children."

A child who has an above-average vocabulary at the age of five and who has not been in poverty will do better throughout primary school than a similar-age child who has below average vocabulary skills and has suffered from persistent poverty.

Children from a better-off background and with greater vocabulary skills will score on average 36 per cent more in reading tests at the age of seven and will also be an average of 22 per cent ahead in comprehension tests when they are 11.

By the age of five most children should be able to speak in full sentences and use most of the everyday words that adults use, according the group.

"However, in Scotland there remains a stubborn gap in language skills between poorer children and their peers," the report said.

Read On, Get On wants to see more focus on developing early language skills in childcare inspections, adding that staff should also be trained to support parents help their children with the basics of language and identify those who might need extra help

Professor Sue Ellis, chair of the Read On, Get On Campaign, said: "Being behind in language will affect children's learning, their social skills and their life chances.

"Early language is the vital stepping stone to literacy and there is very clear evidence that poverty and deprivation continue to impact on children's ability to read well. Illiteracy impacts on all areas of a child's life."

Opposition politicians at Holyrood said the report was a call to act for the Scottish Government.

A Scottish Government spokeswoman said a clear programme of work focusing on early intervention and improving attainment was being introduced.

She said: "We welcome this report and agree that improving literacy and raising attainment, particularly for the poorest children, are key priorities for this Government. That's why just last week we announced a further £2.7 million funding for pre-school literacy programmes.

"Curriculum for Excellence is setting higher standards than ever before in literacy and numeracy and results from the forthcoming Growing Up in Scotland study show vocabulary in three-year-olds is getting better, but we will not rest until we see clear evidence that we have closed the attainment gap for every child."