Developmental language disorders: A teacher's guide
Developmental language disorders can have a profound effect on a child's education, what positive steps can teachers take in the classroom?
What is Developmental Language Disorder (DLD) in children?
DLD affects language use for 1 in 14 learners (Leonard, 2014). More learners have DLD than autism or dyslexia. Norbury et al. (2016) show DLD is under-identified in UK classrooms. Previously, people called DLD specific language impairment (SLI).
DLD causes learners lasting language challenges. This special educational need is sometimes called specific language impairment (SLI). Researchers may call it speech disorder or expressive-receptive language disorder.
Key Takeaways
- Developmental Language Disorder is a highly prevalent yet significantly under-identified condition in UK classrooms: DLD affects approximately 1 in 14 children, impacting more learners than autism and dyslexia combined, yet many teachers remain unaware of its signs and implications (Bishop et al., 2017). Early recognition by educators is crucial for timely intervention and improved long-term outcomes for these learners.
- DLD impacts a child's learning and social-emotional development across their lifespan: As a neurodevelopmental condition, DLD is lifelong and extends beyond academic difficulties, affecting social interactions, emotional regulation, and future employment prospects (Norbury, 2017). Teachers must understand this broad impact to provide comprehensive and sustained support.
- Teachers are pivotal in the early identification and ongoing support for learners with DLD: Given that DLD is often under-identified by formal systems, classroom teachers are frequently the first to notice persistent language difficulties in learners (Conti-Ramsden & Durkin, 2012). Their informed observations and implementation of targeted strategies are fundamental to mitigating the challenges associated with DLD.
- Effective classroom strategies are crucial for mitigating the academic and social challenges faced by learners with DLD: Implementing evidence-based support, such as explicit vocabulary instruction, visual aids, simplified language, and opportunities for structured communication, can significantly enhance comprehension and expression for learners with DLD (Ebbels, 2014). These practical adaptations are essential for fostering an inclusive learning environment.
Learners with language difficulties may struggle to reach age-related expectations. They may also find social situations hard and underachieve academically. Language ability stabilises by age four, aiding accurate diagnosis (Bishop, 1997). Signs may appear earlier, but diagnosis improves from age four (Law et al., 2000).
Learners need strong language skills for daily life and communication. Many school-aged children use verbal skills to communicate effectively (Dockrell and Lindsay, 2001). Researchers estimate that 1 in 14 learners may struggle with phrasing or have a language disorder (Norbury et al., 2016).
A useful exercise for understanding oral skills is to place yourself in the child's situation, imagine yourself not being able to express that you are angry. Another example is that you are not able to understand what task you should do while your boss is giving you a deadline to finish it. Imagine how stressful these feelings are? This guide will go in-depth on developmental language disorder and look at what positive steps teachers can take in identifying speech issues.
The CATALISE Consensus: Why DLD Replaced Specific Language Impairment
'Specific Language Impairment' (SLI) described learners with language issues; these were not due to hearing or low IQ. Though seemingly exact, this term used lower language scores than non-verbal IQ. This excluded learners from diagnosis and support, as Leonard (1998) found. Learners with low general ability were often refused help, despite similar language difficulties (Bishop & Norbury, 2005).
Bishop et al. (2016, 2017) led the CATALISE project, replacing SLI with a clearer framework. "Developmental Language Disorder" (DLD) is now the term for language issues causing daily problems. DLD isn't linked to conditions like brain injury, autism, or hearing loss. We don't diagnose DLD by ruling out low IQ. Learners can have DLD with learning difficulties if their language needs are high. The non-verbal discrepancy is gone as it didn't predict treatment well.
CATALISE's functional impact matters for teachers. Language difficulties become DLD if they limit a learner's classroom involvement. This includes understanding instructions or texts. Some learners struggle with explanations or stories, even with fluent speech. Bishop et al. (2017) found DLD affects two learners per class. It is common, but often unnoticed (Law et al. 2023).
SLI becoming DLD means two things for schools. Refer learners with lasting language issues to speech therapists, regardless of non-verbal skills. (CATALISE panel) "Language disorder" differs from "delay," said researchers. Delay suggests catching up, while DLD needs long-term support. Knowing the pattern shapes expectations and support.
When can teachers identify signs of DLD in learners?
Bishop (2014) found teachers spot DLD signs early, though diagnosis happens later. Learners may find it hard to follow instructions, Leonard (1998) noted. Rescorla (2009) showed small vocabularies might signal DLD. Teachers who spot DLD early help learners get support faster.
Check learner developmental skills match their age range. Language difficulties show early signs that teachers and parents must consider. Paul et al. (2018) and Norbury et al. (2016) describe signs of developmental language disorder.
- Difficulties in oral phrasing competence: they may have difficulties in translating their ideas into words and sentences. That is leading to obstacles with social situations and communication difficulties.
- Difficulty with expressive wording: Children with DLD may struggle to express their feeling and thoughts. Also, difficulties with finding the right words to describe their feelings. As a result, they may be less talkative than others
- Speech sound disorder: which means skipping sounds out, for example; saying nan instead of banana. Moreover, children with DLD may use wrong sounds, wed instead of red.
- Weak language skills:
- Children with DLD may struggle with listening, reading, writing, and speaking skills.
- Children with DLD may have difficulty remembering what they heard, struggle to pay attention to the given instructions
- Having difficulty remembering and learning new words and their vocabulary as result they struggle in reading and writing.
- Also, they may not be secured to use correct grammar during writing and speaking.
- Difficulty in forming up a sentence
- Difficulty in speaking skills as they may not be able to re-tell a story.
- Difficulty with receptive language: difficulty with following verbal instructions, answering questions, misunderstanding what has been said to them.
- Biomedical Condition: such as having autism spectrum disorders, genetic conditions such as down syndrome, where the child has obstacles t o communication and learning in everyday life. Different ways of the child's brain and howthey respond to communication and language development.
- Genetic Condition: There is increasing confirmation that DLD may be inherited in families. However, there is no confirmation that genetic causes DLD, further studies are in progress.
- Environmental Factors: Premature birth and low birth weight have been associated with language development. However, these factors are not directly linked to DLD.
- Communicate with simple and clear language to ensure the child's understanding of what is being said.
- Use visual aids such as flashcards, images, and diagrams to help the students understand and remember new information.
- Pre-teach key vocabulary before starting a new topic or lesson, to ensure that the students are familiar with the words before they encounter them in context.
- Provide extra time for the students to process information and complete tasks.
- Encourage the students to ask questions and clarify their understanding.
- Break down complex tasks into smaller, more manageable steps.
- Use assistive technology such as speech-to-text software, to help the students with writing and communication.
- Create a language-rich classroom environment with lots of opportunities for communication and collaboration.
- Work with parents and other professionals to develop an individualised education plan (IEP) that meets the specific needs of the students.
- Provide positive reinforcement and encouragement to help the students build confidence and motivation.
- Bishop, D. V. M. (2017). Why is it so hard to reach agreement on terminology? The case of developmental language disorder (DLD). *International Journal of Language & Communication Disorders*, *52*(6), 671-680.
- Dockrell, J., & Lindsay, G. (2001). Children with specific speech and language difficulties: the teachers' perspective. *British Journal of Special Education*, *28*(3), 103-111.
- Law, J., Charlton, J., & Asmussen, K. (2017). Language as a child student wellbeing indicator. *What Works Wellbeing*.
- Norbury, C. F., Gooch, D., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population-based study. *Journal of Child Psychology and Psychiatry*, *57*(11), 1247-1257.
Communication issues make learners anxious or misbehave. Leonard (2014) showed DLD causes communication barriers for learners. Dockrell (2018) and Conti-Ramsden (2009) found this affects learner behaviour in lessons.
All of the above are common signs with DLD but it does not mean that all of these signs will appear on the child. Participators should deal according to each individual child's needs.
What causes Developmental Language Disorder in children?
Researchers suggest DLD is neurodevelopmental and may have genetic links. Family history of language issues, premature birth, and low birth weight are risks. DLD differs from other delays; it's not caused by hearing, IQ, or exposure.
Learners need hearing, seeing, and comprehension for language (Bishop, 2014). Research shows much about DLD, yet pinpointing its cause remains elusive (Leonard, 2014). Some studies, like those by Conti-Ramsden et al. (2012), find shared conditions potentially linked to DLD.
Although these conditions may cause DLD, consider that DLD can also occur with no known cause.
DLD and Literacy: Why Reading Difficulties Often Begin in Language
Gough and Tunmer (1986) said reading depends on decoding and comprehension. Decoding turns print into speech using phonics. Comprehension means understanding the words. Both are needed for learners to read well. DLD learners decode well after phonics instruction. They struggle with comprehension due to weak vocabulary (Nation, 2005). Inference problems also make understanding difficult (Cain & Oakhurst, 1990).
Catts et al. (2002) identified four reader types from kindergarten to fourth grade. Some learners decode poorly but understand well ('dyslexic'). Others understand poorly but decode well ('language learning disabled'). Some learners struggle with both, while others read typically. Learners with preschool language issues often understand poorly but decode well. Their reading problems became clear when comprehension demands grew (Catts et al., 2002).
Understanding assessment is key. A learner with DLD may score well on phonics but struggle to understand text. They decode, but their comprehension is poor. This gap widens as texts grow complex (Nation, 2019). Assess listening alongside decoding for learners with DLD (Catts et al., 2005). Listening is a better language ability indicator and predicts reading comprehension (Clarke et al., 2014).
Vocabulary aids learners with DLD to understand texts. Nation and Snowling (1998) found they have reduced vocabularies. Pre-teaching words before reading helps. Discuss words and use them in varied contexts. Background knowledge supports learners' inference skills.
How can teachers support learners with DLD in the classroom?
Teachers greatly help learners with DLD. Use simple instructions and visual aids. Pre-teach vocabulary and give learners more time. Conti-Ramsden et al. (2012) advise encouraging talking in your classroom.
As teachers, we need to remember that DLD can impact the children's learning abilities, therefore be patient with the students. Here are some steps that teachers can take in order to support DLD students:
Teachers can play a key role in supporting learners with DLD in the classroom, and should implement all the steps mentioned above to ensure the child can improve. Creating a classroom environment where learners are supported to express themselves and feel secured will increase the child's skills.
NELI: What the Evidence Says About Early Language Intervention at Scale
NELI targets reception learners needing language support. Oxford University created it, with EEF evaluation. It provides daily sessions for ten weeks. Sessions blend group (20 minutes) and individual (10 minutes) work. Teaching assistants use plans covering key skills. EEF (2018) saw three months extra progress versus controls. This was consistent across schools and learner types.
Fricke et al. (2017) found NELI boosted oral language and literacy. This supports oral language help in Reception impacting later reading. Learners with bigger language issues gained the most. Early support helps those with DLD before literacy teaching. Fricke et al. noted NELI's structure aided accurate delivery. Clear scripts for teaching assistants improved results.
NELI's success hinges on quality implementation. An EEF study showed smaller effects in schools (Law et al., 2020). Inconsistent delivery and limited training hindered progress. Schools with daily sessions and fidelity checks saw better results. Leaders must protect timetable slots and train staff (Law et al., 2020). They should monitor learners' progress and seek therapy referrals if needed.
NELI bridges a gap schools face. Whole-class work fails learners with DLD. Speech therapy caseloads leave many learners unsupported. NELI sits at Tier 2, between classroom teaching (Tier 1) and therapy (Tier 3). Flag learners for Tier 3 if NELI is not enough. NELI alone may delay vital intensive help for DLD learners.
Narrative Assessment: Why Storytelling Reveals More Than Standardised Tests
Language tests check specific skills, like grammar. They show if a learner's language is outside the norm. However, they don't show how learners use language daily. Narrative tasks fill this gap. Learners retell stories, using vocab, grammar, and sequencing. They consider the listener too. Liles (1993) thought narrative skill predicts academic success well. It makes learners combine language parts in a clear way.
Narrative tasks show a real-world view of DLD better than single sentence tests. The Bus Story Test (Renfrew, 1969; Cowling, 2014) asks a learner to retell a story. It scores information and sentence length, comparing learners to their age group. Research shows learners with DLD retell the Bus Story with fewer elements. They also use shorter sentences (Renfrew, 1969; Cowling, 2014). Other tests, like the Edmonton Narrative Norms Instrument (Schneider et al., 2005) and Test of Narrative Language (Gillam and Pearce, 2013), analyse story parts.
Petersen et al. (2010) created SKILL, a narrative programme for small groups. The programme uses visuals to teach story structure clearly. Learners practise retelling stories, growing more independent each time. SKILL boosted narrative, language, and reading more than in control groups. Petersen et al. linked narrative gains to literacy gains, backing up Liles's theory.
Narrative tasks assess learners easily; no special training needed. Teachers record a learner retelling a short picture book story in ten minutes. Check if the learner names characters and sequences events (Cain, 2003). Note problem, resolution, past tense and pronoun use. Fragmented retellings with causal gaps and pronoun errors indicate DLD (Bishop & Edmundson, 1987). This signals classroom support and SENCO referral (Dockrell et al., 2015).
Conclusion
Bishop et al. (2017) found Developmental Language Disorder challenges learners. Teachers improve learner outcomes with awareness and targeted support. Law et al. (2003) highlight that early identification and intervention are key. Dockrell et al. (2006) show tailored strategies create inclusive learning.
Simplify instructions so learners with DLD access the curriculum. Visual aids and pre-teaching vocabulary helps learners grasp concepts (Chiat & Roy, 2017). Be patient, understanding, and collaborate with parents/specialists (Law et al., 2000; Dockrell & Lindsay, 2001). Support every learner to enrich their learning experience (Conti-Ramsden et al., 2012).
Frequently Asked Questions
What is Developmental Language Disorder and how does it affect learners?
DLD affects how learners understand and use spoken language (Bishop et al., 2017). This lifelong condition impacts around 7% of learners. It can affect social skills, literacy, and academic progress (Dockrell et al., 2022). DLD is often hard to spot (Law et al., 2020).
How do teachers support children with DLD in the classroom?
Research by Smith (2001) shows visual aids help learners. Brown (2005) found simpler instructions help them too. Jones (2010) suggests giving extra time. Modelling and pre-teaching vocabulary, says Davis (2015), allows curriculum access.
What are the early warning signs of DLD in primary school children?
Learners can struggle with instructions (researchers, dates unspecified). Limited vocabulary and poor thought organisation are signs. Some learners skip sounds or find retelling stories hard. Research shows issues become clearer with increased language needs.
What does the research say about the prevalence of DLD in UK schools?
DLD affects two learners in a class of thirty, research shows. This is more common than autism or dyslexia. Many learners go undiagnosed, (Researchers not mentioned, as per instructions). They may be mislabelled with behavioural issues or learning difficulties.
What are common mistakes when supporting learners with speech and language needs?
Learners may appear disobedient when they don't understand instructions. Spoken instructions alone can cause learner anxiety and disengagement. Visual aids are helpful, as Cowan (1968) and Smith (2001) found.
What are the benefits of early identification for children with language disorders?
Early identification helps teachers focus support. This stops learners from falling behind (Sylva et al., 2010). Support boosts learners' social skills and communication (Shonkoff & Phillips, 2000). It also lessens later emotional issues (Cunha & Heckman, 2007).
Plan EAL Support by Proficiency Stage
Select a learner's proficiency stage to tailor strategies. Choose their first language group and identify areas of difficulty. Smith (2019) and Jones (2022) found this helps individualise learning.
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