Understanding Learning Disabilities and Language Processing in Reading and Writing

Many children are commonly labeled as having dyslexia, but this term is becoming less common. Today, more students receive diagnoses such as learning disabilities, reading disabilities, or specific learning impairments. These diagnoses better reflect the challenges faced by children struggling with particular skills like reading, writing, or spelling.

What Is a Learning Disability or Specific Learning Impairment?

The term learning disability is used because these students typically have average or above-average intelligence and can learn other subjects well. However, they face difficulty mastering specific skills such as reading and writing. That’s why the diagnosis often refers to Specific Learning Impairment (SLI) or Specific Learning Disability in reading and writing.

It’s important to understand that a diagnosis depends heavily on the assessment methods and theories about how reading and language skills develop in the brain.

Why Comprehensive Language Assessments Matter

In my practice, regardless of prior diagnoses, I conduct a comprehensive language assessment. One of the first steps is to evaluate a student’s language skills at two critical levels:

• Sentence/Discourse Level: This “big picture” level involves understanding vocabulary, main ideas, and context in sentences, paragraphs, or stories.

Sound/Word Level: This involves analyzing the structure of individual words — sounds, syllables, and word parts like prefixes and suffixes.

Sentence/Discourse Level: The Big Picture of Language

Most students process language well at this level. Difficulties here usually become apparent early, as children may struggle to communicate in full sentences or comprehend spoken language. These children are typically identified and receive support at a young age.

Students who have intact sentence and discourse-level processing can follow directions, express themselves clearly, and demonstrate growing vocabularies.

Sound/Word Level: The Hidden Challenge

The Sound/Word level is more subtle but crucial, especially for literacy development. It deals with breaking words into smaller units—sounds, syllables, and affixes—which is necessary for learning to read and spell.

While many preschoolers with delays in this area might seem to “grow out of it,” often they compensate by relying on their stronger sentence-level skills. This compensation masks underlying difficulties in processing the sound structure of words, which later affects reading and writing.

The Role of Sound/Word Processing in Reading and Writing

When children begin learning to read and spell, they need to process language letter-by-letter, syllable-by-syllable, and sound-by-sound. Difficulty with sound/word processing can lead to struggles with letter recognition, spelling, and writing.

During assessments, I focus on how well children can break down words into syllables and identify individual sounds without involving letters. These foundational oral language skills are prerequisites for reading and spelling.

Language Disorders vs. Reading Disabilities

Many children diagnosed with a “reading disability” actually have underlying language processing disorders. These disorders impact the ability to analyze and process sounds in spoken language, which in turn affects reading and spelling.

If a child cannot quickly and accurately analyze the sound structure of words, their brain struggles to connect letters on a page to the sounds those letters represent.

Is It a Reading Disability or a Teaching Issue?

It’s important to question whether the issue is truly a specific learning impairment or if assessments have simply missed the root cause — a language processing disorder. For example, labeling a child who has never had reading support as “disabled” is like throwing a child who has never had swimming lessons into deep water and calling them a “poor swimmer.”

The right assessment can uncover the true source of difficulty and lead to effective intervention.

The Good News: Language Therapy Can Help

Unlike a permanent label, language processing difficulties can be addressed through targeted language therapy. Reading, writing, and spelling are skills built on a foundation of oral language abilities.

• When we listen, language enters the brain through the ears.
• When we read, language enters through the eyes but is still processed in the same language centers of the brain.

The brain forms a visual vocabulary by mapping letters to the sounds of spoken words. Without fast and accurate sound analysis, letters cannot “hook onto” sounds, making it difficult to form lasting visual word memories.

Signs Your Child Might Need a Comprehensive Language Assessment

If your child struggles with:

• Word identification
• Reading speed or accuracy
• Spelling
• Writing skills

…a comprehensive language assessment is essential. This evaluation will look at both Sound/Word level and Sentence/Discourse level language processing skills.

Conclusion: Build Strong Foundations for Literacy Success

Language processing skills are measurable, trainable, and critical for literacy success. By strengthening these foundational oral language abilities, children can improve their reading, writing, and spelling.

If you suspect your child is struggling with these skills, seek an expert language assessment — the right support can make all the difference!

Not sure where to start?  Speak to a Speech – Language Pathologist at Speak2Read to get started!