When children are diagnosed with a learning disability or language delay, it is usually observed that they have processing delays too. What does this mean? Processing delay is defined as the time it takes a child to process information from text, spoken words, or decode vocabulary. The child has the appropriate language skills, but extra time is required to understand the meaning. These children’s language comprehension capacity is lower than that of other kids in their age group.
Language processing disorders have negative effects on the student in the classroom, as the information usually comes at a faster pace, faster than the child’s ability to process. Children with this disability are disadvantaged in the classroom setting.
Difference Between Central Auditory Processing Disorders and Language Processing Disorders
Central auditory processing disorder is defined as difficulties in processing audible signals not related to impaired hearing sensitivity or intellectual impairments. This condition refers to restrictions in the continuous organization, transmission, analysis, storage, retrieval, transformation, elaboration, storage, and use of information involved inaudible signals.
Different processes, including cognitive, perceptual, and linguistic all have a part to play in such delays. They may make receiving information difficult for children. The child finds it difficult to process information continuously or filter, group, and combine information at the right conceptual and perceptual levels. Children with central auditory processing delays may also have difficulty recalling and memorizing information they have heard. They have to work towards attaching meaning to the series of auditory signals introduced to them within both non-linguistic and linguistic contexts.
10 Ways to Help Children with Language Processing Delays
Children with this disorder don’t have to suffer in the classroom. Use the strategies listed below to help a child with language processing delays flourish academically and socially;
- Establish eye contact when communicating information. Ensure that you keep the child engaged at all times.
- Repeat instructions and guidelines and have the child repeat them.
- Use tangible materials to aid learning concepts.
- Tasks should be broken down, particularly for children with auditory challenges.
- Give the child extra time to process and remember information.
- Do not rush when speaking; take your time, and try to repeat instructions as often as possible.
- Make references to the child’s previous experiences and knowledge base regularly to help him make meaningful connections.
- Observe the child as much as you can to make sure that he/she is following you at every point. Lessen the pressure on the child whenever you can. You have to be always encouraging.
- Give examples, repetition, and encouragement regularly.
- Make sure children with this condition understand that they can ask for clarification whenever they want.
Luckily, most language processing disorders can be reversed with appropriate teaching strategies and timely intervention. Hopefully, the tips above will help parents and teachers end the struggles of children with processing delays.
