Language can seem like a jumble of words, meanings, and ideas all happening at once. But when we take a closer look, we begin to see that language actually builds in a thoughtful, layered way. There’s a hidden order to how children understand and use words. When we recognize that order, we can better support their growth.

Think of it like building a house.
You wouldn’t start with the roof. You’d begin with the foundation, then frame the walls, add structure, and work your way up to the finishing touches. Language develops in a similar way. Children first learn to label or name what they see (that’s the foundation), then understand what things do, how they go together, and how to group them. Each layer supports the next.

When a child is having a hard time using language in more complex ways like explaining something or answering a “why” question, it’s often because one of the earlier layers still needs support. But when we know how the house is built, we can go back to that layer and help reinforce it.

This Is Where The Language Processing Hierarchy Comes In.

The language processing hierarchy is a framework that helps us understand how children process and use language. This concept was originally described by Dr. Gail Richard in The Source for Processing Disorders. Simply put, it breaks language down into layers, giving us insight into what’s happening beneath the surface. This helps us as SLP’s know where to start when things feel stuck.

It sounds fancy, but the idea is actually very simple. Language builds one layer at a time. Let’s take a look!

Labeling – Naming objects (e.g., “dog,” “cup,” “ball”)
Functions – Understanding what something does (e.g., “You drink from a cup.”)
Associations – Recognizing what goes with what (e.g., “Dog goes with bone.”)
Categorization – Grouping items (e.g., “An apple and a banana are both fruits.”)
Similarities/Differences – Comparing and contrasting (e.g., “How is a cat like a dog?”)

The hierarchy continues into even more complex skills like multiple meanings and reasoning, but these early layers are often where gaps first show up.

If a child struggles with one level, it’s often because the layer underneath it is still developing.

Think about it. If you don’t know what something is called, it’s going to be hard to explain what it does. If you don’t know what it does, it’s tricky to figure out what goes with it. And if you can’t connect related items, how are you going to sort them into bigger groups?

See where this is headed?

Here’s What This Might Look Like

Remember, these are actually clues about where your child is in the language hierarchy.

Calls a cow a “dog” because it has four legs
Knows what a “spoon” is but cannot say what it’s used for
They can label “carrot,” but cannot name other vegetables
They can name an object but struggle to explain what it looks like, what it does, or where you find it

Try This Today At Home

Choose one object from your home. Let’s use a cup as an example. See how many language layers you can explore with your child during a simple moment of play or snack time.

Ask:

“What is this?” (Labeling)
“What do we use it for?” (Function)
“What else goes with a cup?” (Association)
“What group is a cup part of?” (Category)
“How is a cup like a bowl?” (Similarities)

If you’re looking for the answers because you’re second guessing your own while reading through this list. 🤓 I’ve got you!

This is a cup. We use it to drink or to hold water/juice/milk. What goes with a cup? A drink, a straw, or a plate. What group does a cup belong to? It’s a kitchen thing. How are a cup and bowl the same? They’re both in the kitchen and they both hold things.

You don’t have to drill or go through all of these at once. Just start with one and see how your child responds. Their answers will give you helpful insight into where they are and what they are ready for next.

Here’s a kind reminder too: If something feels “off,” it’s not always a cause for worry. Sometimes we just need to look beneath the surface to find the missing piece.

As always, play is often one of the best places to start.

What Parents Often Ask

Quick Q&A.

Before you go about your day, I wanted to leave you with a short Q&A! Here are a few common questions I hear.

How do I know what step my child is on?
Start by paying attention to how your child talks about everyday objects, actions, or situations. Can they name common objects? Can they tell you what those things are for? Can they connect related items? Can they appropriately group things together. Are they able to name how things are the same or different.

If you’re not sure, start at the bottom (labeling) and gently move up. Their responses will give you clues about what’s solid and what’s still developing.

What if my child skips a step, should I be worried?
Not necessarily. Language development is not always a straight line. Kids may appear to skip a step or jump ahead, but if you notice they’re getting stuck struggling to explain, describe, or group things, it’s worth circling back to earlier layers. Think of these steps like scaffolding. Even if a child climbs higher, if the foundation feels shaky, it helps to go back and reinforce it.

Is this something I can help with at home, or do they need a speech therapist?
Both can be true. You can support your child’s language at home in everyday moments! Mealtimes, playtime, even getting dressed. These little opportunities are powerful. But if your child consistently struggles to express themselves, seems frustrated when talking, or if something feels off and you can’t quite name it, reaching out to a speech-language pathologist can give you clarity and support.

Therapists use this kind of hierarchy to guide intervention. Knowing it as a parent means you’re already one step ahead! You’re ready to partner with a professional or simply enrich what you’re already doing at home.