Phonological Processing and Its Role in Learning

Phonological processing is a fundamental component of language and literacy development, particularly in the early stages of learning to read. At its core, phonological processing refers to the brain's ability to recognize, manipulate, and interpret the sounds of spoken language. Students who struggle with phonological processing often face significant challenges in reading, spelling, and language comprehension. However, by incorporating multisensory learning strategies that engage auditory, visual, and kinesthetic pathways, educators can help strengthen these skills and create more enduring neural connections, facilitating improved learning and memory.

Phonological processing encompasses several interrelated skills that are critical for reading and language development. Phonemic awareness is the ability to identify and manipulate individual sounds (phonemes) in spoken words. Phonological awareness refers to the broader ability to recognize and work with the sounds of language, including syllables and rhyming patterns. Phonological memory is the capacity to hold and manipulate sounds in working memory, while rapid automatized naming (RAN) is the ability to quickly name familiar objects, letters, or numbers. Children with strong phonological processing skills are better equipped to decode unfamiliar words, understand spelling patterns, and develop reading fluency. Conversely, deficits in phonological processing can lead to reading difficulties, including dyslexia (Snowling, 2013).

For some students, phonological processing deficits stem from neurological differences that affect the brain’s ability to process auditory information efficiently. Studies have shown that children with reading difficulties often have reduced activation in the left hemisphere of the brain, particularly in areas associated with language processing (Shaywitz et al., 2002). This reduced activity can make it difficult for these students to identify individual sounds within words, blend sounds together, and retrieve sound-based information from memory. In practical terms, students with weak phonological processing may struggle to sound out words, have difficulty recognizing rhyming patterns, mispronounce words or omit syllables, and experience challenges in following multi-step auditory instructions.

Closing the auditory loop — connecting sound-based learning with other sensory modalities such as sight and movement — can strengthen phonological processing and improve reading outcomes. Multisensory learning engages multiple areas of the brain, creating richer and more complex neural connections that support memory and learning (Ehri, 2014). For example, structured literacy programs combining auditory, visual, and kinesthetic elements have enhanced phonological processing and reading fluency (Moats, 2020). When students see the letter or word, hear the corresponding sound, say the sound or word aloud, and trace the letter in sand or on paper, they activate multiple sensory pathways in the brain. This simultaneous activation helps reinforce the connection between sounds and symbols, making it easier for students to retrieve and apply that information when reading and writing.

Neuroscience research supports the idea that multisensory input strengthens learning by creating more robust synaptic connections in the brain (Willis, 2011). When information is encoded through multiple sensory channels, it creates a more detailed and interconnected memory trace, which enhances recall and application in future learning contexts. This approach is particularly beneficial for students with dyslexia and other reading challenges. Research shows that students who receive structured literacy instruction with a multisensory focus make more significant gains in reading accuracy and fluency than those who receive traditional, single-modality instruction (Wanzek et al., 2013).

To support students with phonological processing challenges, educators can integrate a variety of multi-sensory strategies into their instruction. Tactile activities can strengthen sound-symbol connections, such as tracing letters or words in sand or shaving cream while vocalizing the corresponding sounds. Visual-auditory matching activities can further reinforce these connections, where students display letters or words and say them aloud while clapping out the syllables. Movement-based learning, such as using body movements like hopping or tapping to reinforce the rhythm and segmentation of spoken words, helps to anchor phonological information in memory. Repetition and scaffolding, where students are provided with repeated exposure to sound-symbol relationships through structured, cumulative lessons, are also critical for building lasting connections.

Phonological processing is a foundational skill that underpins reading and language development. For students who struggle with this aspect of learning, multisensory instruction provides a powerful tool for reinforcing sound-symbol connections and improving reading outcomes. Educators can help students build the neural connections needed to achieve reading fluency and confidence by engaging auditory, visual, and kinesthetic pathways. Strengthening phonological processing through multisensory methods supports literacy development and fosters long-term learning and memory retention.

References

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356

Moats, L. C. (2020). Speech to print: Language essentials for teachers. Brookes Publishing.

Shaywitz, S. E., Shaywitz, B. A., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., Pugh, K. R., et al. (2002). Neural systems for compensation and persistence: Young adult outcome of childhood reading disability. Biological Psychiatry, 52(2), 140–148. https://doi.org/10.1016/S0006-3223(02)01343-7

Snowling, M. J. (2013). Early identification and interventions for dyslexia: A contemporary view. Journal of Research in Special Educational Needs, 13(1), 7–14. https://doi.org/10.1111/j.1471-3802.2012.01262.x

Wanzek, J., Vaughn, S., Roberts, G., & Fletcher, J. M. (2013). Efficacy of reading interventions for older students with reading difficulties: A random effects meta-analysis. Exceptional Children, 79(3), 247–269. https://doi.org/10.1177/001440291307900301

Willis, J. (2011). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher.ASCD.