Many parents and educators celebrate when a child receiving language and literacy therapy begins to show significant progress. Perhaps their reading fluency has improved, their expressive language is more coherent, or they are performing better in classroom discussions. This success is undoubtedly worth celebrating, but it does not mean that therapy should be discontinued too soon. In fact, continuing therapy beyond the initial signs of improvement is essential to solidify skills, prevent regression, and ensure long-term academic success.
The Danger of Illusory Recovery
A common pitfall in language and literacy intervention is the phenomenon known as “illusory recovery”—when a student appears to have caught up but has not yet developed the deeper linguistic and cognitive skills necessary for independent success (Catts et al, 2012; Dale et al 2014; Sun & Wallach, 2014). While they may be able to read a passage fluently or use more complex sentences, these skills need reinforcement over time to ensure they are internalized and can be applied flexibly across contexts. If therapy is withdrawn prematurely, the student may struggle when faced with more complex academic material that requires higher-order thinking, inferencing, and independent problem-solving (Hogan et al., 2011).
The Increasing Demands of the Academic Curriculum
Language and literacy skills are not static; they must evolve to meet the increasing cognitive and linguistic demands of each grade level. As students progress through school, they encounter more complex vocabulary, denser texts, and tasks that require deeper comprehension, synthesis, and critical analysis (Snow & Matthews, 2016). Without continued support, students who initially made progress may begin to fall behind again as the academic expectations outpace their skill development. Research has shown that children with early language delays are at an increased risk for later academic struggles if interventions are not sustained (Justice et al., 2009).
The Need for Skill Generalization and Mastery
Another crucial reason to continue therapy beyond early success is to promote skill generalization—the ability to apply learned skills across various contexts, settings, and subjects. Many children with language and literacy disorders struggle to transfer what they have learned in structured therapy sessions to unstructured classroom discussions, writing assignments, or real-world problem-solving (Gillam & Gillam, 2016). Ongoing therapy helps reinforce and expand these skills, ensuring that progress is not limited to isolated tasks but becomes a robust, enduring ability.
Preventing the “Matthew Effect”
The “Matthew Effect” in literacy, first described by Stanovich (1986), refers to the widening gap between proficient and struggling readers over time. Students who read well tend to read more, expanding their vocabulary and background knowledge, while those who struggle read less and fall further behind. A child who initially makes gains but is then removed from therapy too soon may experience a plateau or regression, leading to future difficulties as their peers continue to develop advanced literacy skills. Keeping therapy in place helps ensure that students maintain momentum and do not get caught in a cycle of repeated interventions later on.
Conclusion: The Importance of a Long-Term Perspective
While early success in language and literacy therapy is promising, it should not be mistaken for permanent mastery. True progress is measured by a student’s ability to keep pace with their peers in increasingly demanding academic environments. The goal of therapy is not just to “catch up” temporarily but to provide a strong foundation for lifelong academic and communicative success. Continued support ensures that students have the skills and confidence to meet future challenges head-on, making language and literacy therapy an investment in their long-term potential.
References
- Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2012). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45(6), 1142-1157.
- Dale, P. S., McMillan, A. J., Hayiou-Thomas, M. E., & Plomin, R. (2014). Illusory recovery: Are recovered children with early language delay at continuing elevated risk? American Journal of Speech-Language Pathology, 23(3), 437-447.
- Gillam, S. L., & Gillam, R. B. (2016). Narrative discourse intervention for school-age children with language impairments. Topics in Language Disorders, 36(1), 20-34.
- Hogan, T. P., Bridges, M. S., Justice, L. M., & Cain, K. (2011). Increasing higher level language skills to improve reading comprehension. Focus on Exceptional Children, 44(3), 1-20.
- Justice, L. M., Mashburn, A., & Petscher, Y. (2009). Very early language skills and later reading outcomes. Journal of Speech, Language, and Hearing Research, 52(3), 770-786.
- Snow, C. E., & Matthews, T. J. (2016). Reading and language in the early grades. Future of Children, 26(2), 57-74.
- Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.
- Sun, L & Wallach G (2014) Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability. Topics in Language Disorders, Vol. 34; (1), pp 25–38.