Language Development, Dyslexia and Attachment Theory: Strategies for Managing Language Difficulties

Attachment security could predict outcomes for children with language difficulties. This article explains the link between attachment, language, and dyslexia before covering attachment-based strategies for improving success.

Arguably, a child’s most highly anticipated milestone is their first word.

After all, as the only species with the ability to talk, a child’s first utterance is their admittance into a highly verbal society. First words are also an insight into the mind of a little being who could previously only communicate through non-verbal cues.

Relationships, the contexts in which they develop, and how children interpret them, can be both risks and assets for healthy language development and learning. Parental responsiveness, attunement, and childhood trauma can affect our development during sensitive periods of growth.

Yet, the association between attachment styles, language development, and developmental disorders such as dyslexia is complex. Not reaching certain developmental milestones in early life can have a knock-on effect on how our needs are expressed and responded to.

None of the information contained in this article is to suggest that attachment styles are causative of developmental issues such as dyslexia, but they can potentially influence outcomes.

To help answer any questions on the association between attachment theory, language development, and dyslexia, this article covers:

• The basics of how attachment can influence child development
• How attachment can influence language development
• What dyslexia is
• How dyslexia can impact self-esteem
• How attachment can impact self-esteem
• Attachment strategies for increasing self-esteem in children with dyslexia

Additionally, attachment theory is associated with developmental disorders aside from dyslexia, such as attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and comorbid ASD and ADHD – AuDHD. Our articles on these topics can help you further understand these associations.

Our article on neurodiversity and attachment may also be of interest.

The Basics of How Attachment Can Influence Development

Development is often described in terms of three domains. Oftentimes, it may seem like a child is developing in only one domain at a time. Yet, rest assured, each domain influences the others – the growth may just be more gradual and less obvious.

The three domains of development are:

1. The physical domain: Physical size, appearance, brain development, and motor function.
2. The social-emotional domain: Self-esteem, sense of agency, interpersonal skills, understanding and expression of emotions, temperament, regulation of emotions, ability to understand others, and friendships.
3. The cognitive domain: Intellectual abilities, thought processes, attention, memory, problem-solving, language skills, academic skills, everyday knowledge, imagination, and creativity.

Attachment theory examines the link between early experiences and developmental outcomes. It postulates that the bond between a child and their caregiver is crucial to how a child interacts with others and regulates their emotions as they go through life.

It’s, therefore, natural to assume that blockages to secure bonds would predominantly affect the social-emotional domain of development. And for the most part, that is true. Aside from our relationships, an insecure attachment often results in low self-esteem, lack of self-agency, problems with regulating emotions, and reduced capacity for reading and understanding our emotions.

However, as children, we often focus on developing one domain at a time. For example, if we’re learning to walk, our language skills may not flourish until we have mastered this technique. Similarly, if we’re focusing on social-emotional development and feeling “stuck”– such as with an insecure bond with caregivers – other domains of development may struggle.

Studies have backed up this hypothesis and shown how early bonding experiences can seriously impact neurological and cognitive development. This can lead to difficulties in areas such as language development, and further compound issues associated with developmental disorders such as dyslexia.

Attachment Theory and Language Development

Language skills are considered integral for children’s success later in life. As adults, language is the foundation for most social interactions and can affect educational and professional outputs – and even how creative we are as it helps verbalize ideas. It’s, therefore, clear that language skills can influence our overall quality of life.

Language is typically broken down into the following areas:

• Phonology: developing the ability to make the sounds of speech
• Semantics: the meaning of words and how they combine
• Syntax: the rules around how to use grammar and combine words to form sentences
• Pragmatics: understanding how to communicate both verbally and non-verbally in different social situations

Further to these areas of language, spoken and written language consists of both receptive (listening and reading) and expressive (speaking and writing) components.

Based on the above areas, it’s clear that language development is a complex process. So, it’s normal for children to develop communication skills at different rates. Yet, language is still a behavior that develops in childhood and is affected by the bond between a child and their caregiver.

How Can Insecure Attachment Affect Language Development?

Attachment theory proposes that the bond we develop with our primary caregiver(s) in our formative years has important implications for our emotional, social, and academic development later in life.

If a child deems their caregivers to be attuned and sensitive to their needs, they feel valued, loved, and protected. They develop a secure attachment style. However, if the child perceives that their caregiver is rejecting or inconsistent towards their needs, they may develop one of the three insecure forms of attachment (anxious, avoidant, and disorganized).

As a result of an insecure attachment, a child may develop low self-esteem, motivation, and goal orientation – which can impact language development and the outcome of developmental issues such as dyslexia.

Furthermore, an insecure attachment style may result in less reciprocal or synchronized interactions between a child and their caregiver. This means there is a potentially reduced chance of observational learning of language – a child cannot mimic patterns and manners of speech that aren’t available to them. This can affect both receptive and expressive language, and make the challenges associated with dyslexia more difficult to manage.

Plus, similar to how language disorders such as dyslexia run in families, so too do attachment styles – albeit for different reasons.

What Is Dyslexia?

Dyslexia is a language-based learning disorder which is neurological in origin – it’s caused by a different wiring of the brain. According to the International Dyslexia Association, approximately 15-20% of the school-aged population exhibit symptoms of dyslexia – although not all will qualify for a diagnosis.

Even though there is a strong biological basis for dyslexia, the fundamental neural causes are still being debated and undergoing research. It consists of a cluster of symptoms, encompassing specific language skills, especially reading. However, children with dyslexia may also experience challenges with pronunciation, communication, spelling, and writing. Furthermore, the impact of dyslexia can be lifelong, especially if effective strategies are not used to help someone with dyslexia thrive both academically and socially.

It’s important to point out that dyslexia is unrelated to intelligence, so individuals with dyslexia are no more or less intelligent than people with a typically wired brain. However, some believe that the manner in which people with dyslexia think could potentially help them achieve success as they may be able to think more divergently.

Depending on the severity of a child’s issues, they may qualify for educational support. However, some children may not qualify for such support, which makes strategies for managing the challenges associated with dyslexia even more important.

One such strategy that often goes underrecognized is facilitating the attachment bond that a child forms with their caregivers. We’ll come to such strategies shortly.
First, healthy self-esteem is an important determinant in the outcomes for people with the academic, social, and communicative challenges associated with dyslexia. For this reason, it’s important to discuss how attachment styles can directly impact our levels of self-esteem.

Dyslexia and Self-Esteem

Self-esteem is an important psychological resource that can protect people from distress and improve motivation and goal-oriented behavior. Furthermore, balanced self-esteem can lead to better social interactions and relationships. However, self-esteem can be affected by developmental issues such as dyslexia and attachment styles.

Dyslexic children with healthy levels of self-esteem have a boosted tenacity, and motivation for undertaking challenges with language development. However, low self-esteem may cause children with dyslexia to feel like “failures” or “dumb” in comparison to their peers.

Unfortunately, children with dyslexia may be prone to low self-esteem. This comes down to their perceptions of how well they manage school-based tasks; if they succeed, they see themselves in a positive light. If they struggle, they may feel frustrated and inferior to their peers. As a result, their self-agency suffers – they deem that no matter how much effort they expend, it still makes no difference. This sense of failure further compounds their beliefs of being inferior.

Additionally, neurodiverse children, such as those with language difficulties and dyslexia, may encounter issues with social interactions due to difficulties with communication (listening and speaking). Studies have shown that children with concurrent low self-esteem and dyslexia have increased trouble in this area in comparison to children with healthy levels of self-esteem and dyslexia.

The association between self-esteem and dyslexia can also affect educational outcomes: Children with healthy self-esteem and dyslexia achieve success more easily than those with low self-esteem and dyslexia.

But what exactly is the link between attachment and self-esteem?

Attachment and Self-Esteem

Insecure attachment is linked with the formation of low self-esteem, as those with insecure attachment grew up in an environment in which their needs weren’t adequately met. Therefore these children may perceive that they’re not worthy of having their needs met. As a result, children with insecure attachment may internalize this message of not being “worthy” and develop a low self-regard and self-esteem.

In contrast, secure attachment is associated with healthy self-esteem, as children with a secure attachment style were shown that their needs would be met. As a result, they felt safe and protected – leading to the development of balanced self-esteem. Therefore, more secure attachment can predict higher social development, and positively mitigate the effects of dyslexia.

For all these reasons, providing early intervention strategies that account for social bonds may be integral in the social and educational outcomes of a child with dyslexia.

Attachment Strategies for Increasing Self-Esteem in Children With Dyslexia

We now have an increased understanding of how early bonds can influence the development of language skills and outcomes of developmental issues such as dyslexia. Therefore, we can use this understanding to increase success. The following strategies can help teachers, parents, and caregivers offer support to children with language issues using an attachment theory approach.

1. Attune to their learning interests

Verbal sensitivity involves interacting with a language-learning child in a way that takes its lead from the child and their interests. Studies have shown that caregivers who impose their own verbal interests on a child are less successful in encouraging language development than those who help their child learn through joint attention.

Joint attention means that the child and caregiver pay attention to the same interest at the same time to promote strong language skills.

For example, if the child has a favorite cartoon, perhaps discuss what they like about the cartoon and why. Spend time focusing on the discussion and expand it further. Use coloring books, comics, and literature over time to extend their interests.

2. Adopt a consistent and empathetic attitude to providing encouragement and support.

A child may feel frustrated due to their difficulties communicating (verbally or written) and act out behaviorally from time to time. During moments such as these, it’s important to listen to what they’re feeling. They may find it difficult to communicate these feelings, so aim to model speaking openly about these difficulties. Use descriptive language, but also aim it at a level they can understand.

For example:
“Sometimes, I also feel sad when I can’t say what I need to,” or,
“It’s OK to feel angry when a task is hard. When you feel like that, you can talk to me and I’ll help you.”

3. Help them to understand their challenges

Children with language difficulties often internalize the message that they are “dumb,” “lazy,” or “stupid.” It’s important to openly discuss their challenges with them. Speak to them about what dyslexia is and how it can cause difficulties with understanding and communicating. Let them know that it doesn’t make them any less smart than their peers, but it might cause them to become frustrated or “mad” at times.

4. Be mindful of your reactions

As an extension of the previous two strategies, it’s important to maintain awareness of your own body language, tone of voice, and words. Due to frustrations with their difficulties, a child with language difficulties may become avoidant, defiant, or oppositional. Such behaviors can be difficult to manage, especially when you’re inundated with other tasks, but children are very sensitive to discouragement. Help protect their self-image and esteem by regulating, relating, and responding instead of reacting.

Regulate your breathing, relate the situation to your understanding of the child’s difficulties, and then respond.

5. Help them set achievable goals

Perceiving that they’ve failed at a task or a goal can cause a child with dyslexia to see themselves as a “failure” – which can demotivate them from setting further goals. You can help protect their self-esteem by encouraging them to set realistic goals. This can be done by breaking larger goals into smaller components, using visuals to set targets, and rewarding them throughout the process.

6. Reward effort, not success

Challenging the difficulties associated with dyslexia is a process. So, aim to reward the effort a child puts into progress, not the actual progress itself. Rewarding effort can help break the cycle of failure that a child can feel trapped in and remove the focus on attaining perfection.

Make the rewards as personal to the child as possible. Whether it’s ten minutes of extra screen time or a treat meal they particularly enjoy – the quality of the reward can be a great motivator.

7. Promote their self-agency

In a nutshell, self-agency is our perceived personal impact on the world around us. Helping a child promote their self-agency – and thus increase self-esteem – can help them feel more positive about themself and their abilities.

One way of promoting self-agency could be encouraging a child to volunteer with children younger than themselves. For example, set them the task of “looking after” someone, or, alternatively, a small animal. Tasks that encourage social responsibility can increase empathy and assist in developing feelings of self-positivity.

Final Words on Attachment and Language Development

The relationship between language development, disorders such as dyslexia, and attachment theory is complex. Again, we wish to reiterate that insecure attachment does not cause dyslexia – it is neurological in origin. However, a secure attachment bond can help mitigate the challenges associated with specific language disorders, including by providing more opportunities for modeling language.

Aside from modeling, attachment-based strategies that promote healthy levels of self-esteem can help children with dyslexia overcome some of the social and emotional challenges associated with their difficulties.

Overall, taking an empathetic and supportive approach to helping a child with dyslexia can promote their self-esteem, agency, and goal motivation – helping them achieve success in the long run.