Apr 3, 2026
- Reading is more than decoding, it requires both word reading and language understanding.
- DLD affects 1 in 10 children, but is often missed due to inconsistent naming and low awareness.
- Children with DLD may be misunderstood as shy or inattentive, when they are struggling with language.
- Simple classroom supports matter, breaking down instructions, using visuals, and teaching vocabulary helps all learners.
The Department of Communication Sciences and Disorders (CSD) welcomed students, faculty, clinicians, and community members for its Inaugural Distinguished Speaker Event, marking the beginning of what leaders hope will become a longstanding tradition of bringing nationally recognized experts to campus.
The event, supported by the College of Health and Dean Kelly Tappenden, reflects a broader commitment to advancing research, education, and community engagement in communication sciences and disorders.
“This is the beginning of a tradition we hope will continue for decades,” Tappenden shared in her opening remarks. “Communication—speaking, hearing, connecting—is at the heart of the human experience.”
The evening’s inaugural speaker, Dr. Tiffany Hogan, PhD, a nationally recognized researcher and leader in speech-language pathology, delivered a talk that challenged conventional thinking about reading and literacy.
Rethinking Reading: More Than Decoding
Hogan’s central message was clear: reading is not just about decoding words—it is also about understanding language.
To illustrate this, she walked the audience through a short story about a character named John.
At first, John appeared to be a student worried about a math lesson.
Then, he seemed to be a teacher trying to manage a classroom.
Finally, it became clear that John was actually a janitor.
Each new sentence required listeners to revise their understanding.
Strong comprehenders make these updates automatically, letting go of earlier interpretations and replacing them with new ones as more information becomes available. But for children with language difficulties, this process is much harder. They may hold onto earlier ideas, creating confusion as the story unfolds.
This example highlights a key point: reading comprehension is not passive. It requires actively building and updating meaning.
This idea is captured in what researchers call the “simple view of reading,” which shows that reading comprehension depends on two key components:
- word reading
- language comprehension
“When either one is weak, comprehension breaks down,” Hogan explained.
While education systems have made significant strides in identifying and supporting children with dyslexia, Hogan emphasized that another group of students is often overlooked: those who can read words accurately but struggle to understand what they read.
Bringing Visibility to Developmental Language Disorder
Hogan focused much of her talk on developmental language disorder (DLD), a neurodevelopmental condition that affects how children learn, understand, and use language.
DLD impacts vocabulary, grammar, and the ability to connect ideas across sentences—skills that are essential for reading comprehension and academic success.
It is also common, affecting approximately one in ten children.
Despite its prevalence, DLD remains widely underrecognized.
“One reason is that it has been called by many different names,” Hogan noted, referencing the more than 100 terms used across research and practice. “When we don’t have a shared label, it’s very difficult to build awareness and advocacy.”
As a result, many children with DLD are never identified and may instead be described as shy, inattentive, or unmotivated—labels that can obscure the underlying language difficulty.
How Knowledge Shapes Understanding
Hogan also demonstrated how background knowledge plays a critical role in comprehension.
In one example, she shared a short passage filled with unusual details: gophers, motorcycles, and neon lights that initially seemed disconnected. When she revealed the title, “Getting Rid of Bad Neighbors,” the meaning became clear.
The words had not changed, but the audience’s understanding had.
This example underscored how comprehension depends on more than decoding. It relies on vocabulary, knowledge, and the ability to connect ideas into a coherent whole, areas that are often challenging for children with DLD.
From Research to Classroom Practice
Hogan’s talk connected research to real-world impact, offering practical strategies for supporting language development in classrooms.
She highlighted the importance of:
- breaking down complex instructions into manageable steps
- using visual supports alongside spoken language
- explicitly teaching vocabulary
- modeling and expanding student language
- creating structured opportunities for peer interaction
These approaches, she noted, benefit all learners, not just those with identified language disorders.
Hogan also emphasized the importance of early identification.
“If we don’t look for language, we won’t see it,” she said, underscoring the need for routine language screening alongside existing reading assessments.
Advancing a Shared Mission
The event reflects the Department of Communication Sciences and Disorders’ growing role within the College of Health and its commitment to preparing the next generation of speech-language pathologists and audiologists.
Department Chair Julie Barkmeier-Kraemer highlighted the collaborative effort behind the event and the vision for its future.
“With the support of the College of Health, we are building something that will connect our students, faculty, and community with leaders in the field,” she said.
The Distinguished Speaker Event is expected to alternate annually between experts in audiology and speech-language pathology, further strengthening interdisciplinary collaboration and impact.
Looking Ahead
As the evening concluded, Hogan’s message remained at the forefront: improving reading outcomes requires attention to both word reading and language comprehension.
For the College of Health, the event underscored the importance of integrating research, clinical practice, and education to address complex challenges in human communication.
By launching this new lecture series, the University of Utah is creating a platform to elevate critical conversations, like the role of language in literacy, and to inspire action across disciplines.
And, as Hogan reminded the audience, even small shifts in awareness can make a meaningful difference.
“It only takes one person to recognize a child and change their trajectory,” she said.