
Language is essential for communication, learning, and building relationships. It helps us share ideas, follow instructions, and connect with others. However, for children with Developmental Language Disorder (DLD)—a condition that makes speaking and understanding language hard—these basic tasks can be a daily struggle. It is important for parents, educators, and communities to understand DLD so we can better support children who face these challenges.
Here are 16 key facts about DLD:
1. DLD is Common
DLD affects 7–8% of children, which represents 2 students in a class of 30
(Norbury et al., 2016).
2. Communication Challenges
DLD is a neurodevelopmental disorder which makes it hard for children to understand and use language, which affects their ability to communicate. This can lead to
frustration and feeling isolated (McGregor, 2020).
3. Varied Symptoms
DLD looks different for each child. It can affect speaking, understanding, grammar, vocabulary, storytelling, reading, spelling, math, and even behaviour (Catts et al., 2002; McGregor, 2020).
4. Affects All Languages
If a child is multilingual, DLD will show up in all the languages they know (Paradis et al., 2010).
5. Often Overlooked
Despite being common, DLD is frequently misdiagnosed or missed altogether, delaying help for affected children (McGregor, 2020; Tomblin et al., 1997).
6. Impact on Diverse Kids
Children from culturally or linguistically diverse backgrounds face added challenges. Misdiagnosis can happen due to inappropriate screening and diagnostic tools. Children with DLD may have their needs overlooked because their difficulties may be attributed to cultural or linguistic differences (Hunt et al., 2022; Morgan et al.,2017).
7. Boys vs Girls
DLD affects boys and girls at similar rates, however, boys are more likely to receive support, partly because girls’ language challenges are harder to identify (Hart et al., 2004).

8. DLD Causes
The exact causes of DLD aren’t known, but both genetic and environmental factors play a role (NIDCD, 2022; Snowling et al., 2019).
9. Family History
Children with a family history of language disorders are more likely to develop DLD (Snowling et al., 2020).
10. Often Co-occurs with Other Conditions
DLD can occur alongside conditions like ADHD or dyslexia, making diagnosis and support even more complex (Snowling et al., 2019).
11. DLD and Intelligence
DLD is a distinct disorder that does not necessarily correlate with general intelligence (Laasonen et al., 2018).
12. Early Help Matters
Identifying and helping children with DLD early can make a big difference in their learning and development (Fricke et al., 2013).
13. Support at School
Children with DLD may need extra help, such as modified assignments or classroom supports, to thrive academically (McGregor, 2020).
14. Emotional Impact
DLD can affect self-esteem, friendships, and mental health. Children may struggle to form connections or feel confident (Conti-Ramsden & Botting, 2008).
15. Lasting Effects
Without the right support, difficulties can continue into adulthood, impacting education, jobs, and relationships as DLD is for life (Law et al., 2019).
16. Advocacy is Growing
While DLD doesn’t get the attention it deserves, researchers and advocates are working to improve understanding and access to services (McGregor, 2020; Nitido & Plante, 2020).

DLD is a complex but common disorder. By learning about it, we can help create inclusive classrooms, supporting children’s language growth, and ensure they get the help they need to succeed.
Feel free to share these 16 facts with others to raise awareness of this common but hidden disorder.
References
Catts, H.W., Fey, M.E., Tomblin, J.B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45(6), 1142–1157. https://doi.org/10.1044/1092-4388(2002/093).
Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). The Journal of Child Psychology and Psychiatry, 42(6), 741–748. https://doi.org/10.1111/1469-7610.00770
Fricke, S., Bowyer-Crane, C., Haley, A.J., Hulme, C., & Snowling, M.J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, 54(3), 280–290. https://doi.org/10.1111/jcpp.12010
Hart, K. I., Fujiki, M., Brinto, B., & Hart, C. H. (2004). The relationship between social behavior and severity of language impairment. Journal of Speech, Language, and Hearing Research, 47(3), 647–662. https://doi.org/10.1044/1092-4388(2004/050)
Hunt, E., Nang, C., Meldrum, S., & Armstrong, E. (2022). Can dynamic assessment identify language disorder in multilingual children? Clinical applications from a systematic review. Language, Speech, and Hearing Services in Schools, 53(2), 598–625. https://doi.org/10.1044/2021_LSHSS-21-00094
Laasonen, M., Smolander, S., Lahti-Nuuttila, P., Leminen, M., Lajunen, H. R., Heinonen, K., ... & Arkkila, E. (2018). Understanding developmental language disorder-the Helsinki longitudinal SLI study (HelSLI): a study protocol. BMC Psychology, 6(24), 1-13. https://doi.org/10.1186/s40359-018-0222-7
Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research, 52(6), 1401–1416. https://doi.org/10.1044/1092-4388(2009/08-0142).
Morgan, P. L., Farkas, G., Hillemeier, M. M., Li, H., Pun, W. H., & Cook, M. (2017). Cross-cohort evidence of disparities in service receipt for speech or language impairments. Exceptional Children, 84(1), 27–41. https://doi.org/10.1177/0014402917718341
National Institute on Deafness and Other Communication Disorders (NIDCD, 2022). Developmental Language Disorder. NIH Publication, 22-DC-8194.
Nitido, H., & Plante, E. (2020). Diagnosis of developmental language disorder in research studies. Journal of Speech, Language, and Hearing Research, 63(8), 2777-2788 https://doi.org/10.1044/2020_JSLHR-20-00091
Norbury, C. F., Gooch, D., Wray, C., 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 study. The Journal of Child Psychology and Psychiatry, 57(11), 1247–1257. https://doi.org/10.1111/jcpp.12573
Paradis, J., Emmerzael, K., & Duncan, T. S. (2010). Assessment of English language learners: Using parent report on first language development. Journal of Communication Disorders, 43(6), 474–497. https://doi.org/10.1016/j.jcomdis.2010.01.002
Snowling, M.J., Nash, H.M., Gooch, D.C., Hayiou-Thomas, M.E., & Hulme, C. & Wellcome Language and Reading Project Team (2019). Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder. Child Development, 90(5), e548–e564. https://doi.org/10.1111/cdev.13216
Snowling, M. J., Hayiou‐Thomas, M. E., Nash, H. M., & Hulme, C. (2020). Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry, 61(6), 672-680. https://doi.org/10.1111/jcpp.13140
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 1245–1260. https://doi.org/10.1044/jslhr.4006.1245
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