A Shallow Dive into Language-Based Disabilities and Their Impact on Communication Skills
How studies have shown early intervention and focus on communication can improve skills for children with language-based disabilities.
We’ve talked before about the difference between language and speech. This week, we are diving into the differences between communication styles- writing, speech, grammar and organization. Each of these methods of communication differ in how they are learned, what they achieve, and when they are expected to be used.
For example, a child who just started putting sounds together (peep last week's post about babbling HERE) won't be able to use correct grammar or organize a sentence to make sense. They just know sounds, and that’s perfectly fine.
However, as we start to learn the aspects of speech and language, the other pieces of communication come into play. If it’s determined that a child has a language-based disability (LLD), the interventions and approach to teaching [and learning] about grammar and sentence organization can help improve their growth in these areas.
Literacy and communication play a large part in a child’s development.
Starting to read to them at an early age can encourage positive relationships with learning and communication.
For example, one study from Puranik & Koutsoftas from 2024 sought out to show how children with LLDs demonstrate difficulties with writing. They broke it down to word-, sentence-, and discourse level writing to evaluate interventions at each point. After the study was finished, the results showed significant improvement in writing quality and skills with the intervention of trained Speech Language Pathologists. If you want to learn more about the study and specifics, visit the supplemental Project WILLD Road Map linked here.
In another study, Russell Gersten and Scott Baker examined a meta-analysis on writing interventions for students with LLDs and determined that there was a strong effect on the quality of students’ writing as well as their sense of efficacy and actual understanding of the writing process. Further, they concluded that there are three components that should be part of an instructional program to be comprehensive and address all areas of improvement.
Explicit teaching of:
1. The steps of the writing process
2. The critical dimensions of different writing genres should be provided.
3. Structures for giving extensive feedback to students on their quality of writing from either teachers or peers.
Each of these components are definitely key in being able to truly get a good analysis of teaching and therapy efforts. Without explicitly teaching them about the writing process- holding a pencil, putting it to paper, what the shapes of letters look like, spaces between them, and so forth- how can we expect them to do it? If we don’t provide multiple forms of language and writing, how can they be expected to understand that their version might be different from someone else's. While there are specifics to language, spelling, writing, etc., there is some room for personalization and voice with writing. It’s something to consider- even at a young age.
The last component sticks out to me the most, however. How often does the idea of performance in front of our friends motivates us- or demotivates us- to try again, or, the opposite, enjoy success? I don’t know about you, but when I succeed in private, I feel differently than when I succeed in front of peers or a person in a leadership role. Not everyone will be motivated by this outward appreciation, but kids usually are. It’s absolutely worth considering when encouraging behaviors like writing practice and finding ways to help them feel successful in front of their parents, teachers, and friends. It’s okay for kids to have an ego.
When kids support eachother, they tend to use this as motivation to continue putting forth effort.
Social performance is more impactful than we realize- and kids thrive on it.
Other studies have considered alternate methods like graphic organizers (this is just an example to show you what they are. I am not endorsing this particular brand) to see how they might influence the learning curve for a child with an LLD. For now, though, it seems the resources are sparse and conclusions cant fully be made. That being said, one systematic review from Eun Young Kang, John William McKenna, and Stephen Ciullo that spanned from 1975-2015 analyzed integrated reading and writing interventions for students with LDs or academic difficulties. The results of the study found that there are several areas for
“immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students who have academic difficulties.”
The research shows…
There are several opportunities for future research relating to treatment variables and considerations for classroom instruction.
Overall, a lot of conclusions have been made and supported to show that intervention of learning disabilities that present themselves in a speech or language capacity will most likely result in positive outcomes. Of course, like most subjects that evolve as we do, it’s not a guarantee.
If your child is seeming to have difficulties with writing - beginning stages or otherwise- a trained SLP might have a few methods up their sleeve to meet them where they are and be able to help them find success wherever that might be.
It’s all connected- and each piece is vital to the strength of the next. But remember, flexibility and personality will come into play- do your best to not damper or discourage that as they begin to find it.
That’s a topic for another day…
A professionally trained and educated Speech Language Pathologist can implement methods to meet your child where they are.
Being in their comfort zone with the tools of a professional can help them find success quicker.