As educational psychologists specializing in learning differences, we frequently observe that many reading difficulties stem from underlying language processing challenges. Research consistently shows this connection, which isn’t always obvious to parents or even some educators. Understanding this relationship can transform how we approach reading intervention.
Understanding Language Processing
Language processing refers to how our brains make sense of the language we hear and use. It’s the cognitive mechanism that allows us to understand words, sentences, and ultimately, meaning. While it might seem automatic to most adults, language processing is actually a complex skill that develops over time and involves several key components:
Key Components of Language Processing based on Dr. Hollis Scarborough’s Reading Rope:
Word Recognition Strands:
- Phonological Awareness: The ability to recognize and manipulate the sounds of language (rhyming, segmenting, blending)
- Decoding: Translating printed letters into sounds and words using knowledge of letter-sound relationships
- Sight Recognition: Instantly recognizing familiar words without sounding them out
- Orthographic Mapping: Storing words in memory for quick, automatic retrieval during reading
Language Comprehension Strands:
- Background Knowledge: Using prior information and experiences to understand and contextualize text
- Vocabulary: Understanding the meanings of words in context, critical for comprehension
- Language Structures: Grasping syntax (how sentences are formed) and morphology (meaningful word parts)
- Verbal Reasoning: Making inferences, understanding metaphors, and drawing conclusions from text
- Literacy Knowledge: Understanding the conventions of written language, including text structures, genres, and the purpose of different text features
Our brains are remarkably designed to process language. In most children, specialized areas in the left hemisphere work together to decode sounds, attach meaning, and integrate this information into a coherent whole. However, when there are differences in how these neural pathways develop or function, both spoken and written language can become challenging.
The Reading-Language Connection
Reading isn’ta natural process like speaking—it’s an invented skill that piggybacks on our oral language capabilities. This explains why language processing and reading are so intertwined. When we read, we’re essentially translating written symbols into the language codes our brain already understands.
Consider the reading process as a building with language as its foundation. First, we must recognize letters and connect them to sounds (relying on phonological awareness). Then we blend these sounds into words (utilizing phonological memory and processing). Next, we access the meanings of these words (drawing on vocabulary and semantics). Finally, we integrate the meaning of these words with our existing knowledge and experiences to achieve true comprehension (using verbal reasoning and background knowledge).
If any part of this language foundation is shaky, the entire reading process can become unstable. For instance, a child with weak phonological awareness may struggle to connect letters with their corresponding sounds, making decoding difficult. Similarly, a student with limited vocabulary or syntactic understanding might decode words perfectly but fail to comprehend the text’s meaning.
Recognizing Language-Based Reading Difficulties
Parents often notice reading problems but may not recognize the underlying language processing issues. Here are signs that language processing might be affecting your child’s reading:
In early readers (ages 4-6):
- Difficulty learning nursery rhymes or playing rhyming games
- Trouble breaking words into syllables
- Confusion with similar-sounding words
- Difficulty connecting letters to their corresponding sounds (phoneme-grapheme relationship)
- Inconsistent recognition of how letter patterns represent speech sounds
- Limited vocabulary compared to peers
- Struggles with following multi-step verbal directions
In elementary students (ages 7-10):
- Reading that sounds choppy or labored
- Frequent mispronunciation of words when reading
- Difficulty retelling a story in sequence
- Strong preference for visual information over verbal explanations
- Struggles with inferential reading comprehension questions
In older students (ages 11+):
- Avoidance of reading or reading-heavy subjects
- Excellent verbal vocabulary but poor reading comprehension
- Difficulty summarizing what they’ve read
- Challenges with figurative language, idioms, or multiple-meaning words
- Writing that lacks organization or complexity
Research shows that many students can read individual words at grade level but struggle to comprehend what they’ve read. When language processing difficulties are present, students may spend so much cognitive energy on decoding that they have little left for comprehension. When underlying language needs are addressed through appropriate intervention, reading comprehension often begins to improve.
Common Language-Based Reading Disorders
Understanding specific language-based reading challenges can help target intervention effectively.
1. Dyslexia and Phonological Processing
Dyslexia, the most common reading disability, is primarily a phonological processing disorder. Children with dyslexia struggle with the sound structure of language, making it difficult to map sounds to letters, the foundation of reading. Despite often having strong reasoning and thinking skills, these students find reading laborious and may avoid it whenever possible, which perpetuates their reading challenges. The less they read, the less practice they get.
2. Comprehension Difficulties and Broader Language Processing
Some children can decode words accurately but struggle with comprehension. Often, these difficulties stem from broader language processing challenges involving vocabulary, grammar understanding, morphology, or making inferences. These students might read fluently aloud but retain little of what they’ve read.
3. Mixed Reading Difficulties
Many children present with mixed profiles—challenges in multiple areas of both language and reading. For instance, a student might struggle with both phonological awareness and language comprehension, affecting both their decoding and comprehension abilities.
Evidence-Based Approaches That Target Both Skills
The good news is that research shows we can effectively address both language processing and reading difficulties with the right approaches. Evidence-based methods consistently produce positive results:
Structured literacy approaches like Orton-Gillingham provide systematic, explicit instruction in both language and reading skills. These methods teach phonology and phonemic awareness, sound-symbol associations, syllable patterns, morphology (meaningful word parts), syntax (grammar and sentence structure), and semantics (vocabulary and meaning).
Additionally, speech-to-print approaches, which align with science of reading research, offer another evidence-based methodology. Unlike traditional print-to-speech methods that start with letters, speech-to-print instruction begins with oral language and teaches how speech maps onto print. This approach acknowledges that children develop spoken language before written language and leverages this natural progression to build stronger connections between spoken and written systems. The Science of Reading movement has emphasized these connections between oral language processing and literacy acquisition, demonstrating that reading instruction must be grounded in a deep understanding of how language works at all levels.
Multisensory learning engages multiple neural pathways simultaneously, strengthening connections between language processing and reading. This might involve tracing letters while saying sounds, using manipulatives to represent sounds and syllables, incorporating movement into phonological awareness activities, or creating visual organizers for story comprehension.
For many children, direct work on language processing skills dramatically improves reading outcomes. Speech-language pathologists often collaborate with reading specialists to provide comprehensive intervention that addresses both language foundations and reading skills.
Supporting Your Child at Home
As a parent, you play a crucial role in supporting both language processing and reading development. Here are practical strategies you can implement today:
Build phonological awareness through playful activities
- Play rhyming games during car rides
- Clap out syllables in words while setting the dinner table
- Practice identifying beginning, middle, and ending sounds in words
- Create silly alliterations with your child’s name
- Play “I Spy” with sounds instead of letters
Enhance vocabulary and language comprehension
- Read aloud to your child daily, even after they can read independently
- Discuss the meanings of new words in natural contexts
- Play verbal games like “Categories” or “20 Questions”
- Have regular conversations about books, movies, or experiences
- Use dinner time to practice narrative skills with “highlight of the day” sharing
Support reading comprehension by establishing a routine around reading. Before reading, preview the text and discuss what it might be about. During reading, stop occasionally to check understanding. After reading, talk about the main ideas and ask “why” questions. Whenever possible, connect stories to your child’s own experiences to deepen their engagement and understanding.
Creating a positive environment around reading is just as important as the specific techniques you use. Choose reading material at the “just right” level—challenging but not overwhelming. Alternate between your child reading and you reading aloud to maintain engagement. Remember to celebrate small successes and progress, not just perfect performance, and create positive associations with reading through enjoyable content.
When to Seek Professional Support
While home support is valuable, some children need specialized intervention. Research demonstrates that timely professional help can make a tremendous difference in a child’s reading trajectory. Consider seeking professional evaluation if:
- Your child continues to struggle despite consistent support at home and school
- Reading difficulties are causing significant frustration or affecting self-esteem
- Your child seems to be falling further behind peers despite interventions
- There’s a family history of reading or language difficulties
A comprehensive evaluation can identify specific language processing and reading challenges and guide targeted intervention. At Mind By Design, we provide in-depth assessments that examine all aspects of language and reading, allowing us to create personalized support plans. We don’t just diagnose difficulties—we offer comprehensive interventions based on these assessments, including structured literacy programs, speech-to-print approaches, and targeted language therapy. Our team delivers these research-based interventions with the specific needs of each child in mind, providing the ongoing support needed to bridge language processing gaps and build strong reading skills.
Moving Forward with Hope
Understanding the connection between language processing and reading difficulties transforms how we approach intervention. Rather than simply drilling reading skills, we must strengthen the language foundation upon which reading is built. With the right support, children with language-based reading difficulties can become confident, capable readers.
Educational research documents how children can transform from reluctant readers to engaged learners once their specific language and reading needs are addressed. The brain is remarkably adaptive, especially in childhood and adolescence. By targeting both language processing and reading skills, we can give children the tools they need to succeed not just in academics, but in life.
If you’re concerned about your child’s reading or language skills, I encourage you to reach out. Together, we can uncover their unique learning profile and develop strategies that build on their strengths while supporting their challenges. Reading success is possible for every child—sometimes we just need to find the right path.
