Language comprehension isn't a single skill students either have or don't have. It's an orchestrated process happening in real time while they listen or read. In this post, we break down how language comprehension develops, identify the four ways it breaks down, and show you exactly how to implement evidence-based MTSS strategies across all three tiers using the same texts with increasing intensity. Whether you're working with students with DLD, dyslexia, or reading comprehension gaps, this guide gives you concrete strategies grounded in structured literacy research.

Your student can decode every word on the page but has no idea what the passage means. You assume they need more reading practice. But here's what we're missing in schools: reading comprehension is built on language, not just decoding. In this complete guide, we break down the five components of language that form the foundation for reading and writing, show you how to teach each one across all three MTSS tiers, and explain why oral language instruction isn't separate from literacy—it IS literacy. Perfect for classroom teachers and SLPs working with students with DLD, dyslexia, or reading comprehension gaps.

Phonics is an essential part of structured literacy, but it is only one part. A strong structured literacy lesson is not just about letter sound relationships. It is grounded in language. Oral language, comprehension, vocabulary, syntax, and meaning underpin every element of effective literacy instruction.

Teaching the alphabet is more than just memorizing letters and sounds; it’s about creating a rich, engaging, and supportive learning environment. By using these research-backed strategies, you can help your child develop strong alphabet knowledge and set them on a path to literacy success.

Understanding the world of literacy instruction can be daunting for parents. However, structured literacy provides a clear, evidence-based approach that can support all learners, particularly those with dyslexia, developmental language disorder, or other reading difficulties.