This paper explores the integration of blended learning and phonics instruction as a comprehensive framework to support learners with language delays. Blended learning, which combines face-to-face and digital instruction, offers flexible, personalized learning pathways that cater to the diverse needs of learners with language delays. The paper examines key theories, including Piaget’s cognitive development theory and Vygotsky’s socio-cultural theory, highlighting the importance of social interaction, scaffolding, and individualized support in the learning process. Additionally, it discusses how phonics instruction, particularly when integrated with adaptive technologies, can enhance early literacy development by providing multisensory learning experiences that engage auditory, visual, and kinesthetic pathways. The conceptual framework proposed in this paper offers practical insights for educators to create inclusive learning environments that cater to learners’ unique needs through differentiated content, collaborative learning, and continuous assessment. The paper concludes with recommendations for future research, emphasizing the need for further investigation into the long-term effectiveness of blended learning models, the role of technology in language development, and the implementation of these approaches in diverse educational contexts.