If you’ve noticed your child struggles to follow directions, find the right words, or keep up with conversations, you’re not alone. Millions of families face similar challenges, and understanding what’s happening is the first step toward getting your child the support they need.
Key Points
- Language processing problems affect how children understand and use language, impacting communication and learning.
- Early intervention with speech therapy and educational support greatly improves outcomes.
- These challenges are neurological, not due to intelligence or effort, and can coexist with other conditions like autism or ADHD.
Quick Overview: What Parents Need to Know First
Language processing problems affect how a child understands and uses words—even when their hearing and intelligence are completely typical. This isn’t about being stubborn, lazy, or “not trying hard enough.” It’s about how the brain processes language, and it’s far more common than most parents realize.
Around 7% of U.S. children—roughly 1 in 14 kids—live with some form of language disorder or language processing disorder. That translates to millions of children across the country, which means your family is definitely not navigating this alone.
These challenges can affect both spoken language and written language, which means school learning, friendships, and even behavior can all be impacted. A child who constantly misunderstands instructions may act out from frustration or withdraw from classroom discussions entirely.
Here’s the encouraging news: early intervention—ideally before age 7—can dramatically improve language skills, reading comprehension, and social outcomes. Research shows that children who receive support early have a 70-80% chance of significant improvement, compared to only about 30% when help comes later in adolescence.
What this article covers:
- Types of language processing problems (expressive vs. receptive)
- Symptoms by age, from toddlers through elementary school
- Causes and risk factors
- How language processing problems are diagnosed
- Treatment options including speech therapy and school supports
- Practical strategies you can use at home
What Are Language Processing Problems in Children?
Language processing problems refer to difficulties understanding, organizing, and using language. This has nothing to do with a child’s hearing, motivation, or normal intelligence. Instead, it involves how the brain processes language—the complex steps that happen between hearing sounds and making sense of what those sounds mean.
You may hear different terms used by schools, doctors, and therapists. “Language processing disorder,” “language processing disorder LPD,” “developmental language disorder,” and “language disorders” are sometimes used interchangeably, though each can have slightly different technical meanings depending on who’s using them. What matters most is understanding what your child is experiencing.
Think of language processing as a multi-step journey in the brain:
- The ears pick up sounds
- The brain processes language by recognizing those sounds as words
- The brain connects words to their meanings
- The brain organizes thoughts into sentences
- The mouth produces spoken language (or the hands produce written language)
When any of these steps don’t work smoothly, a child may have difficulty understanding what others say (receptive language), trouble expressing thoughts clearly (expressive language), or both. These challenges affect not just conversation but also classroom learning, reading, and writing starting as early as preschool.
How is this different from being shy or a “late talker”?
Many toddlers are late bloomers who catch up by kindergarten. Language processing problems are different because they:
- Persist beyond typical developmental windows
- Impact daily life and learning significantly
- Don’t resolve on their own without support
- Affect the child’s ability to communicate compared to other children the same age
Types of Language Processing Problems in Children
Understanding the different types of language processing problems helps parents and teachers provide the right kind of support. Most children fall into one of three categories—or show a combination.
Expressive Language Problems
Children with expressive language disorder have trouble getting their thoughts out in words. You might notice:
- Difficulty finding the right words (describing “that big animal with a trunk” but not being able to say “elephant”)
- Using limited vocabulary or the same phrases repeatedly
- Speaking in simple sentences when peers use complex sentences
- Trouble telling stories in order or explaining what happened at school
- Frequent use of filler words like “um” or “uh”
- Struggling to answer questions even when they know the information
A child might know exactly what they want to say but simply cannot organize and produce the words. This affects roughly 5-7% of preschoolers.
Receptive Language Problems
Children with receptive language disorder have difficulty understanding what others say. Signs include:
- Trouble following multi-step spoken directions (“Put your shoes in the closet after washing your hands” gets processed as separate, confusing commands)
- Difficulty understanding classroom explanations
- Misinterpreting questions or giving off-topic answers
- Struggling with understanding jokes, sarcasm, or figurative language
- Needing instructions repeated frequently
- Appearing confused during conversations
Research suggests receptive language processing disorder affects about 7-10% of children entering kindergarten.
Mixed Receptive-Expressive Problems
Many children experience both—they misunderstand language coming in and have trouble expressing thoughts going out. This mixed pattern affects approximately 3-5% of school-aged children and can be particularly frustrating because communication breaks down in both directions.
Developmental vs. Acquired Language Problems
Most language processing problems in children are developmental, meaning they’re present from early childhood as part of how the child’s brain organizes language. However, some children develop language problems after brain injury, stroke, serious infections, or other neurological conditions. Acquired language disorders are rarer in children but require similar evaluation and support.
When Other Conditions Are Involved
Language processing problems frequently appear alongside other conditions like autism spectrum disorder or ADHD. In fact, studies show 40-50% of children with language processing difficulties also have attention challenges. However, these are separate issues that each need their own evaluation and treatment plan.
Language Processing vs. Auditory Processing vs. Speech Problems
Parents often hear different terms and wonder how they’re connected. Understanding these distinctions helps ensure your child gets the right evaluation and support.
Auditory processing disorder (APD) focuses on how the brain handles sounds—particularly in noisy environments like a busy cafeteria or classroom. A child with APD might struggle to distinguish similar-sounding words like “ship” and “sheep” when there’s background noise, even though their hearing is normal. APD affects roughly 2-5% of children, with boys diagnosed about twice as often as girls.
Language processing problems focus on understanding and using words and sentences. A child might hear words perfectly clearly but not grasp what a long instruction means. The challenge isn’t in hearing—it’s in making sense of the language itself.
Speech disorders (like articulation problems) involve how a child produces sounds. A child might say “wabbit” instead of “rabbit” but understand language perfectly well. Speech disorders are about the mechanics of talking, while language processing is about meaning and comprehension.
Practical examples:
- A child with APD might mis-hear the teacher’s directions in a noisy classroom because similar sounds blur together
- A child with language processing problems might hear the directions clearly but not understand what “put your materials away and line up by the door” actually requires
- A child with a speech disorder might understand everything and know what to say but pronounce sounds incorrectly
Only trained professionals can accurately sort out these differences. A speech language pathologist evaluates language and speech, while an audiologist assesses auditory processing. Many children need evaluation from other professionals too, including developmental pediatricians or neuropsychologists.
Common Signs and Symptoms by Age
Language development varies among most children, but certain patterns suggest a child may benefit from evaluation. Here’s what to watch for at different ages.
Toddlers (18-36 Months)
At this age, watch for:
- Very limited vocabulary (fewer than 50 words by age 2)
- Not combining two words together by 24 months
- Not following simple commands like “bring me the ball” without gestures
- Difficulty pointing to objects when named
- Not responding to their name consistently
- Limited imitation of new words
Preschoolers (Ages 3-5)
Signs in preschool include:
- Difficulty answering simple “who,” “what,” and “where” questions
- Confusing word order or leaving out key words in sentences
- Not understanding simple stories read aloud
- Trouble learning new words compared to peers
- Using mostly simple sentences when peers use longer, more complex ones
- Difficulty with following directions that have two or three steps
- Struggling to tell you about their day in an organized way
Research shows that children with language processing problems at this age may have 50-100 fewer words than typical peers and succeed at following 2-3 step directions only about 40% of the time (compared to 90% for other children).
Early Elementary (Grades K-2)
School brings new challenges that highlight language difficulties:
- Trouble following multi-step classroom directions
- Misunderstanding routines and transitions
- Mixing up word meanings or using words incorrectly
- Telling very short or disorganized stories about their experiences
- Difficulty answering questions about stories or lessons
- Struggling with reading comprehension even when decoding is okay
- Trouble learning sight words or remembering vocabulary
- Writing with missing words or unclear sentence structure
Later Elementary (Grades 3-5)
As academic demands increase:
- Difficulty understanding textbooks and content-area reading
- Struggling with word problems in math
- Trouble understanding jokes, sarcasm, or figurative language
- Difficulty with complex sentences and instructions
- Challenges participating in group discussions
- Poor note taking skills
- Trouble summarizing information or expressing thoughts in writing
- Avoiding answering questions in class
Behavioral Red Flags
Sometimes language processing problems show up as behavior issues:
- Appearing “spacey” or daydreaming during verbal instruction
- Avoiding talking in class or group settings
- Frequent tantrums when given verbal directions
- Being labeled “defiant” or “lazy” for not following instructions (that they don’t fully understand)
- Social withdrawal or difficulty making friends
- Frustration that seems disproportionate to the situation
Trust your instincts. If you’ve noticed these patterns lasting more than a few months—especially compared to other children the same age—it’s worth seeking an evaluation. Early identification makes a significant difference.
Causes and Risk Factors in Children
Understanding what contributes to language processing problems can help parents make sense of their child’s experience, though it’s important to know that pinpointing a single cause isn’t always possible.
Brain Development and Genetics
Many language processing problems are developmental, related to how the brain organizes language from infancy through early school years. Recent gene studies (2024-2025) have linked some language disorders to variations in genes like FOXP2, found in about 5% of familial cases.
A family history matters: children with parents or siblings who had language disorders, dyslexia, or other learning disabilities are at higher risk. This genetic component doesn’t mean problems are inevitable—just that some children are more vulnerable.
Medical and Neurological Factors
Certain medical conditions increase risk:
- Premature birth or low birth weight
- Brain injury during or after birth
- Seizure disorders
- Serious central nervous system infections
- Fetal alcohol syndrome
- Hearing loss (even temporary, from chronic ear infections)
Co-occurring Conditions
Language processing problems frequently appear alongside:
- Autism spectrum disorder
- ADHD (40-50% overlap)
- Intellectual disabilities
- Other learning disabilities
However, many children have “pure” language disorders without any other diagnosis.
Environmental Factors
While not direct causes, certain environmental factors can worsen existing vulnerabilities:
- Chronic ear infections affecting hearing during critical development
- Limited early conversation or reading exposure
- High-stress home environments
Important: Parents should not blame themselves. In many children, no clear cause is ever identified. What matters most is moving forward with assessment and support—not looking backward for explanations.
How Language Processing Problems Are Diagnosed
Getting an accurate diagnosis is essential because language processing problems can look like other issues—and because the right diagnosis opens doors to the right help.
Who Does the Evaluation?
Diagnosing language processing disorders typically involves a licensed speech language pathologist (SLP), often working alongside:
- Pediatricians
- Developmental specialists
- School psychologists
- Audiologists (to rule out hearing loss or auditory processing issues)
A comprehensive evaluation considers multiple factors because language disorders diagnosed accurately require distinguishing them from ADHD, behavior disorders, hearing problems, and other conditions.
What an Evaluation Looks Like
A thorough evaluation typically includes:
- Parent interview about developmental history and current concerns
- Observation of the child during play and conversation
- Standardized language tests measuring understanding and expression
- Listening tasks to assess how the child processes verbal information
- Analysis of how the child follows directions, answers questions, and tells stories
- Assessment of vocabulary, sentence structure, and narrative skills
For young children, much of this happens through play-based activities that feel natural rather than like formal testing.
Evaluation Options by Age
Children under age 3: In the U.S., Early Intervention programs provide free or low-cost evaluations and family-based services. Contact your state’s Early Intervention program directly—no referral needed.
Children ages 3 and older: The public school system must evaluate children suspected of having disabilities, even if they attend private school or aren’t yet enrolled. This can lead to special education services through an Individualized Education Program (IEP).
Private evaluations: Parents can also seek private assessments through:
- Pediatric speech language pathologists
- Neuropsychologists
- University speech and hearing clinics (often lower cost)
- Multidisciplinary developmental clinics
Healthcare providers can provide referrals, and many families use both school-based and private evaluations to get a complete picture.
Avoiding Misdiagnosis
Language processing problems can be mistaken for:
- ADHD (both involve appearing inattentive)
- Behavior disorders (frustration from not understanding)
- Anxiety (avoidance of communication situations)
- Intellectual disabilities (when actually, intelligence is normal)
Good evaluations carefully separate attention issues from language issues, assess cognition independently, and consider whether behavior problems stem from communication frustration.
Treatment and Support Options for Children
Language disorders treated early and consistently show the best outcomes. The good news is that effective treatments exist, and many children make tremendous progress with the right support.
Speech and Language Therapy
Speech therapy with a qualified speech therapist is the primary treatment for language processing problems. Sessions are tailored to each child’s age and specific needs, typically occurring 1-3 times per week in:
- Private clinics
- Schools
- Hospitals or medical centers
- Via teletherapy (which expanded dramatically during COVID, with uptake rising 300% and proving effective for many children)
Common therapy goals include:
- Improving understanding of spoken directions and questions
- Expanding vocabulary and teaching new words effectively
- Building sentence length and grammatical accuracy
- Organizing narrative skills (telling stories in order)
- Practicing conversation and communication skills
- Supporting reading comprehension and written expression
- Developing classroom listening strategies
Research on programs like Lindamood-Bell’s Visualizing and Verbalizing® shows approximately 85% of participants demonstrate significant comprehension gains. With consistent intervention, about 70% of children achieve full resolution of language difficulties by adolescence.
Addressing Emotional Needs
When language problems have led to frustration, low self-esteem, or social withdrawal, counseling or psychotherapy can help. Studies show children with language processing problems have 2-3 times higher risk of depression and anxiety. Emotional support and language therapy work well together—neither replaces the other.
Timeline for Progress
Many children continue improving through elementary and even middle school when therapy and school supports are:
- Consistent (regular sessions, not sporadic)
- Well-coordinated between therapists, teachers, and families
- Adjusted as the child’s needs change
Ask your child’s speech therapist for clear home practice ideas. Even 10-15 minutes daily of picture books, storytelling games, or simple listening activities reinforces therapy goals.
Educational Support and School Accommodations
Schools play a crucial role in supporting children with language processing problems. Through an IEP or 504 plan, children can receive:
- Speech-language therapy during the school day
- Specific language goals built into their education
- Classroom accommodations that reduce language barriers
Effective classroom supports include:
- Giving directions one step at a time
- Checking for understanding before moving on
- Using visual aids, pictures, and written keywords
- Seating the child near the teacher
- Allowing extra time for responses and assignments
- Simplifying language in instructions
- Pre-teaching vocabulary before lessons
- Reducing background noise when possible
Small-group instruction, especially in reading and language-heavy subjects, helps children with language processing problems keep pace academically without feeling overwhelmed.
For parents: Attend IEP meetings prepared with specific examples of what helps your child at home. Collaborate actively with teachers, special educators, and SLPs. You’re part of the team.
Assistive Technology and Visual Supports
Simple technology and visual tools can significantly reduce language overload, freeing up mental energy so children can focus on understanding and expressing thoughts.
Helpful assistive tools:
- Text-to-speech software for reading longer passages
- Speech-to-text for writing assignments
- Word prediction software to support written language
- Audio recordings of lessons for review
- Apps that reinforce vocabulary and language concepts
Visual supports that work:
- Picture schedules for daily routines
- Illustrated vocabulary cards
- Story maps showing beginning, middle, end
- Graphic organizers for writing and comprehension
- Visual timers for transitions
These tools don’t replace child learning language skills—they support the learning process by reducing cognitive overload.
Helping Your Child at Home
Parents are powerful partners in their child’s language development. These everyday strategies make a real difference.
Daily Habits That Build Language
Read aloud together every day. Even 15-20 minutes helps. Pause to:
- Explain new words using pictures or gestures
- Ask simple “who,” “what,” and “where” questions about the story
- Let your child retell parts in their own words
- Connect story events to your child’s real experiences
Use clear, short sentences. Break big tasks into 1-2 step instructions:
- Instead of: “Go upstairs, brush your teeth, put on pajamas, and pick out two books”
- Try: “First, brush your teeth.” Then: “Now, put on pajamas.”
Give extra wait time. After asking a question, count silently to 5-10 before repeating or answering for your child. Processing takes time—rushing interrupts thinking.
Play-Based Practice
Learning through play feels natural and builds skills:
- Storytelling with toys or drawings: Take turns adding to a story
- Simple board games: Games requiring listening to rules and taking turns
- Guessing games: “I’m thinking of something red that we eat…” practices describing and understanding descriptions
- Cooking together: Following simple recipe steps practices sequencing
- “I Spy” variations: Great for vocabulary and describing
Building Confidence
Language problems can damage a person’s ability to feel confident and capable. Combat this by:
- Praising effort and improvement: “You used a long sentence to tell me about recess today!”
- Avoiding excessive correction—focus on communication, not perfection
- Celebrating small wins
- Giving your child time to express themselves without finishing sentences for them
- Helping them find activities they excel at, building overall self-esteem
Staying Connected with the Team
Keep a simple communication notebook (physical or digital) to share:
- Strategies that work at home
- Progress you’re observing
- Questions or concerns
- What therapists and teachers are working on
When everyone uses similar approaches, children learn faster. One-on-one coordination between home and school multiplies your child’s progress.
Outlook and When to Seek Extra Help
With appropriate support, children with language processing problems can absolutely thrive—at home, in school, and with friends.
What to Expect
Many children make strong progress with early, consistent therapy and supportive teaching. Research consistently shows better outcomes when intervention starts before third grade. Most children improve significantly, and many overcome major barriers entirely.
Some children will always need extra time and support for language-heavy tasks—and that’s okay. With the right accommodations, these children succeed academically and develop strong communication skills and friendships. Such disorders are lifelong conditions for some, but they’re manageable with ongoing support.
When to Push for More
Seek additional evaluation or adjust your child’s treatment plan if you notice:
- Little or no progress over 6-12 months of therapy
- Major school struggles despite current supports
- New emotional or behavior problems linked to communication difficulties
- The child regressing rather than progressing
- Signs that the diagnosis might be incomplete
Don’t hesitate to:
- Request school meetings to review and update IEPs
- Seek second opinions from other professionals
- Ask for more intensive services
- Explore additional evaluations (neuropsychological testing, for example)
Finding Support
You don’t have to figure this out alone. Resources include:
- Parent support groups (local and online)
- Nonprofit organizations focused on language delay and learning disabilities
- University clinics offering services
- Your child’s school special education team
- Community organizations serving children with communication challenges
Key points to remember:
Language processing problems are real neurological differences in how the brain processes language. They’re not caused by bad parenting or lack of effort. With early identification and consistent support, children can make remarkable progress.
Understanding language processing problems early gives your child the best chance to develop strong language skills, succeed in school, and build meaningful relationships. Your awareness and advocacy matter enormously.
If you’re concerned about your child, don’t wait. Talk to your pediatrician, contact your school district, or reach out to a speech language pathologist. Early action opens doors—and your child deserves every opportunity to communicate confidently and thrive.
Frequently Asked Questions (FAQ)
What is a language processing disorder?
A language processing disorder (LPD) is a neurological condition that affects how the brain processes spoken and written language. It impacts a person’s ability to understand, organize, and use language effectively, despite having normal intelligence and hearing.
How can I tell if my child has language processing problems?
Signs include difficulty following directions, finding the right words, understanding stories or jokes, using limited vocabulary, and struggling with complex sentences. If these challenges persist beyond typical developmental stages, it’s important to seek an evaluation.
What is the difference between expressive and receptive language disorders?
Expressive language disorders make it hard for a person to express thoughts clearly, while receptive language disorders affect the ability to understand what others are saying. Some individuals may experience both.
How are language processing problems diagnosed?
Diagnosis typically involves a comprehensive evaluation by a speech language pathologist and may include standardized tests, parent interviews, and observation of the child’s communication skills. Other professionals like audiologists and psychologists may also be involved.
Can language processing problems be treated?
Yes. Early intervention with speech therapy, educational support, and accommodations can significantly improve language skills. Many children show substantial progress with consistent therapy and support.
Are language processing problems the same as auditory processing disorder?
No. Auditory processing disorder (APD) affects how the brain interprets sounds, especially in noisy environments, while language processing problems affect understanding and using language itself.
Can adults have language processing disorders?
Yes. While often identified in childhood, language processing disorders can persist into adulthood or develop after brain injury. Speech therapy can benefit adults as well.
How can parents support a child with language processing problems at home?
Parents can read aloud daily, use clear and simple language, break instructions into small steps, provide extra processing time, and engage in play-based language activities to support development.
What role do schools play in helping children with language processing disorders?
Schools can provide speech therapy, special education services, classroom accommodations, and individualized education programs (IEPs) to support children’s academic and communication needs.
Is language processing disorder hereditary?
There is a genetic component, as language disorders often run in families. However, environmental and medical factors also contribute, and not all cases are inherited.
Original content from the Upbility writing team. Reproducing this article, in whole or in part, without credit to the publisher is prohibited.
References
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- National Institute on Deafness and Other Communication Disorders (NIDCD). (2021). Speech and Language Disorders. Retrieved from https://www.nidcd.nih.gov/health/speech-and-language
- Leonard, L. B. (2014). Children with Specific Language Impairment (2nd ed.). MIT Press.
- Bishop, D. V. M. (2017). Understanding Developmental Language Disorders: From Theory to Practice. Routledge.
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- Tomblin, J. B., & Zhang, X. (2006). The Dimensionality of Language Ability in School-Age Children. Journal of Speech, Language, and Hearing Research, 49(6), 1193–1208.
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