Four in ten pupils have fallen behind in vocabulary development due to lockdowns, a report suggests.
More than half of teachers also claim that there has been an increase in the number of children who have slipped behind in their vocabulary knowledge compared to previous years.
Meanwhile, 95 per cent believe that school closures and disruptions during the pandemic contributed to a widening vocabulary gap.
The findings come as more than 800 teachers and parents' were surveyed as part of Oxford University Press' (OUP) Oxford Language Report.
Almost all teachers surveyed agree that parents should be actively involved in their child's vocabulary development - but only 44 per cent of schools encourage parents to do so.
Some 68 per cent of parents said they would like more guidance from schools when it comes to developing their child's vocabulary.
Avnee Morjaria, policy director, Education at Oxford University Press, said: 'We can see firsthand the impact the pandemic had on young people's education and this is one of the key reasons why we launched our Raise a Reader campaign last year.
'Falling behind on vocabulary development is a significant issue for many children, and one which can impact their learning at school and later life chances.'
It comes amid mounting concerns over the impact the pandemic has had on school children.
