What is a Language Disorder? - A Guide for Parents

Language plays a role in every part of a child’s day from learning and problem-solving to friendships, emotions, and self-confidence. When language is hard, life can feel harder. Many families first hear the term language disorder during an evaluation or a school meeting, but do not necessarily understand what is meant by that diagnosis. This post is intended to help provide an overview of language disorders.

First, What Is Language?

Language development is much more than just talking. Language is the system we use to understand ideas, express thoughts, and connect with others. It is composed of five domains, each contributing to how children learn and communicate.

1. Phonology

Phonology refers to the sound system of language: how speech sounds are organized and combined to make up words. Typically, children start by noticing rhyming words, and eventually develop the ability to segment and manipulate the sounds within words (a skill called phonological awareness). Early sound skills lay the foundation for oral language as well as reading and spelling.

2. Morphology

Morphology refers to the idea that words are made up of meaningful parts—prefixes, bases, and suffixes. For example, the word reviewed contains the prefix re- meaning “again,” the base view meaning “to see,” and the suffix -ed, which signals that the action happened in the past. Over time, children without language challenges come to understand how these parts work and recognize how each part of a word impacts meaning (e.g., reviewed is different from previewed, repurposed, and reviewing).

3. Syntax

Syntax refers to the rules that govern how words are combined and ordered to form meaningful phrases, clauses, and sentences. Syntax is part of the grammar of language. As children develop, they begin to use more complex sentence forms, understand how word order changes meaning, and apply grammatical markers that help sentences “fit together” correctly.

4. Semantics

Semantics refers to meaning and how we understand and use words, sentences, and concepts. Children build semantic knowledge by learning new vocabulary, understanding categories, grasping multiple-meaning words, and connecting ideas. Strong semantic skills support comprehension, expressive language, and the ability to make sense of increasingly complex texts.

5. Pragmatics

Pragmatics refers to the social use of language: how we communicate with others in context. This includes taking turns in conversation, understanding tone of voice and nonverbal cues, staying on topic, and adjusting language based on the listener or situation. Pragmatic skills help children navigate social interactions, interpret social expectations, and use language purposefully in everyday life.

These domains work together every time a child listens, speaks, reads, or writes.

Technically, What Is a Language Disorder?

A language disorder (also referred to as a developmental language disorder (DLD), receptive, expressive or mixed receptive-expressive language disorder, and previously referred to as a specific language impairment (SLI)), is a developmental condition in which a child’s language system does not form as expected. Language is a hardwired human ability, meaning that children are biologically prepared to learn language from birth. When this system develops atypically, it is a serious condition that warrants support and treatment.

A language disorder affects how children understand, use, and organize language, which in tern impacts learning, reading, and everyday communication. The American Speech-Language-Hearing Association (ASHA) defines a language disorder as trouble with the “comprehension and/or use of spoken, written, or other symbol systems” that may involve the form (phonology, morphology, and syntax), content (semantics), or use (pragmatics) of language.

How Do Language Disorders Impact Children?

Children with language disorders may have difficulty with:

• Pronouncing longer, unfamiliar words

• Recalling names, dates, and sequences

• Learning new vocabulary

• Following multi-step directions

• Using grammar markers (plurals, tense, pronouns)

• Forming well-structured sentences

• Telling clear, organized stories

• Understanding classroom instructions

• Reading comprehension and written expression

Many of these challenges persist even when children are bright, curious, and motivated.

Why Do Language Disorders Affect Learning and Reading?

Language is essential for nearly every academic skill, especially literacy. In fact, the majority of children with language disorders experience difficulty reading. Research in structured literacy and the science of reading consistently shows:

• Phonological and morphological skills support decoding and spelling.

• Syntax and vocabulary directly contribute to reading comprehension.

• Narrative and pragmatic skills impact writing, discussion, and social participation.

So when children have difficulty with one or more language system, it can affect reading, writing, and academic learning, sometimes long before these concerns become obvious in school.

Is a Language Disorder Treatable?

Yes! With structured, evidence-based intervention, children can make significant progress. Students with language disorders thrive when instruction is:

• Explicit - skills are explained and modeled directly

• Systematic - skills are taught in order moving from simpler to more complex

• Repetitive and reinforced - skills are practiced many times, across different activities until automatic

• Individually tailored - instruction prioritizes each child’s specific challenges

• Integrated - language skills are connected to reading, writing, and conversation

Intervention may include:

• Teaching phonological and morphological awareness

• Building vocabulary in structured, meaningful ways

• Strengthening grammar and sentence formulation

• Supporting comprehension strategies

• Enhancing narrative and writing skills

• Addressing semantic language organization

At Learning Lane, we pair these approaches with encouragement, collaboration, and an understanding of each child’s unique profile.

References

American Speech-Language-Hearing Association. (n.d.). Language disorders. ASHA. https://www.asha.org

Nippold, M. A. (2007). Later language development: School-age children, adolescents, and young adults (3rd ed.). Pro-Ed.

Paul, R., Norbury, C. F., & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.

Wiig, E. H., Semel, E., & Secord, W. A. (2013). Clinical Evaluation of Language Fundamentals–Fifth Edition (CELF-5). Pearson.