What is it about?
Children with developmental language disorder (DLD) often struggle to learn to read because of difficulties with vocabulary, grammar, and recognizing sounds in words. This study tested a new classroom program called the Multitiered System of Language Support (MTSLS) designed to strengthen these early language and preliteracy skills. Eighty-four kindergarteners took part, some with DLD and others with typical language development. The program targeted vocabulary, grammar, and sound awareness through playful activities and storytelling. Results showed that both classroom-based and one-on-one versions of the program significantly improved children’s language and early reading-related skills. Classroom instruction was especially effective for improving sound awareness and vocabulary, while individualized sessions were most helpful for grammar. The findings suggest that integrating structured language support into everyday classroom activities can help children with DLD build a stronger foundation for reading success.
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Why is it important?
This study is one of the first to apply a multitiered model of language support to children with developmental language disorder (DLD) in real classroom settings. It shows that children with DLD can make strong gains in early reading skills through structured, inclusive language teaching — not only through individual therapy. These findings are timely because schools are increasingly adopting multitiered systems of support, yet very little evidence existed about how these models work for language development. By showing that whole-class programs can benefit both typically developing children and those with DLD, this research supports a shift toward early, preventive, and inclusive education practices that can reduce later reading difficulties.
Perspectives
Writing this paper was a rewarding experience because it bridges clinical language intervention and everyday classroom practice. Our team’s goal was to show that supporting children’s language growth doesn’t have to wait until difficulties become severe — it can start early, within the classroom. I hope this work encourages teachers, speech-language pathologists, and policymakers to collaborate more closely in helping children with developmental language disorder build strong foundations for literacy and learning.
Esteban Peñaherrera
Universitat Oberta de Catalunya
Read the Original
This page is a summary of: Effects of a Multitiered System of Language Support on Preliteracy Abilities in Kindergarten Children With Developmental Language Disorder, Journal of Speech Language and Hearing Research, October 2025, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2025_jslhr-25-00211.
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