Literature Review on Psycholinguistic Processes in Reading Comprehension Mechanisms in Individuals with Language Disorders

Abstract

This literature review investigates the psycholinguistic processes in reading comprehension
mechanisms in individuals with language impairment. Reading comprehension is an important aspect of
language development, yet individuals with language impairment often experience difficulties in understanding
written text. Reading comprehension involves various psycholinguistic processes, including phonological,
syntactic, semantic and pragmatic processing. Language impairment conditions such as dyslexia, language
development disorders and reading comprehension disorders often affect these mechanisms. Phonological
processing is key in reading comprehension mechanisms, and individuals with language impairments often have
difficulty in recognising and decoding words. In addition, syntactic aspects play an important role in
understanding sentence structure and the relationship between sentence elements. Reading comprehension
disorders are often associated with difficulties in understanding semantic relationships, recognising word
meanings and applying semantic knowledge in reading contexts. In addition, pragmatic factors are also
important in comprehending text, including understanding context and communicative purpose. Individuals with
language impairment may have difficulty in picking up pragmatic nuances and applying them in reading
comprehension. This literature review presents an in-depth understanding of the relationship between
psycholinguistic processes and reading comprehension mechanisms in individuals with language impairment.
The clinical implications of this study may aid the development of more effective intervention strategies to
improve reading comprehension in this population. With a better understanding of the factors that influence
reading comprehension, health and education practitioners can design specific and targeted intervention
programmes to improve reading ability in individuals with language impairment.