LANGUAGE PROCESSING AND AUDITORY

PROCESSING TUTORING

The ability to process language efficiently, in all its forms, is key to effective communication and the successful acquisition of language-based learning skills e.g. literacy. Language processing difficulties are foundational cracks in an individual’s expressive, receptive, reading, and written development. When such cracks are discovered in expressive, verbal, or expressive/verbal and receptive/auditory systems, professionals use the term language disorder.

The American Speech-Language-Hearing Association further defines language disorders as impaired comprehension and use of spoken, written, and/or other symbol systems. These impairments may involve the form of language the content of language and/or the function of language in communication in any combination.

There are two types of language disorders: expressive and expressive and receptive. If an individual’s expressive and receptive language skills are intact, but they nonetheless have difficulties with reading and written language, the umbrella term informally used by professionals is a language-based learning disability.

Left untreated, these disabilities nearly always have a negative impact on literacy development, since language must first be mastered orally/expressively and auditorily.

Language disorders appear to be neurologically, developmentally based: an impairment of the brain s language processing functions. There’s a strong genetic link to individuals with language disorders.

A key difference in professionals labeling language disorders is the age at which they tend to be recognized. Most learning issues are not recognized until school age or beyond. Language disorders, however, generally surface earlier, in toddlers and preschool children, a time when the great emphasis is placed on learning to speak and to process language e.g., to follow instructions, understand linguistic concepts, and so on. Regardless of whether the disorder is mild or severe, without professional help, it will invariably impair a child’s ability to master literacy at some point during his or her school career.

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When an individual, eight years or older, is unable to distinguish sounds or words from background noise, auditory processing disorder is a likely diagnosis. However, an examination by an audiologist, along with a neuropsychological and speech-language evaluation must be performed to rule in or out attentional difficulties and/or language disorder (sometimes referred to as language processing disorder ).

Here is an in-depth look at Central Auditory Processing Disorders.

Think about what life might be like for somebody with weak executive function skills. It gives you an understanding of how these core skills affect the ability to manage life tasks. 

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