Developmental Language Disorder
See also: Voice DisordersDevelopmental language disorder is—as the name suggests—a term used to describe a situation in which someone has a long-term difficulty in being able to use language. This does not necessarily mean that they have trouble speaking, although this may be true. More specifically, their language use and development does not match their age and intellectual ability.
Developmental language disorder is a neurological issue. This means that it is present from childhood, although it changes over time, as communication needs become more complex. This page explains more about this little-known condition.
Understanding Developmental Language Disorder
Developmental language disorder is a surprisingly specific term for a very non-specific condition.
It is actually the agreed term for a language disorder that is not associated with any specific biomedical condition.
Language disorders are defined as persistent problems with understanding and/or use of language, which create significant problems communicating or learning. They are fairly common, and include aphasia, which is often associated with a stroke, and language problems associated with autism or hearing problems.
In other words, those with developmental language disorder have not had a stroke, a brain tumour or any other condition that might affect their language acquisition. They ‘just’ have problems acquiring or using language.
Language vs. speech disorders
Language disorders should be distinguished from speech disorders, where there is an issue in how words or sentences are physically produced. Speech disorders include stammering, dysarthria, and verbal dyspraxia.
In these conditions, the person concerned knows what they want to say, but they cannot coordinate the right words or sounds.
In a language disorder, the person concerned may have trouble finding or using the right words, or putting them together appropriately. However, they generally do not have trouble making the right sounds or producing speech.
There is no known or obvious cause of developmental language disorder.
It is clearly not caused by other conditions, because that is inherent in the definition. There is also no link with lack of exposure to language, bilingualism or emotional difficulties.
It is, however, quite common, with estimates suggesting that it affects around 7% of children, or around two in most classrooms.
Signs and Symptoms of Developmental Language Disorder
Developmental language disorder shows almost immediately that children start to learn to speak—or when they should be acquiring language.
However, there are no specific signs or symptoms, because every child presents slightly differently. Children may not talk as much, or find it difficult to express their thoughts in words. They may use a smaller range of vocabulary than their peers, or find it hard to remember particular words. Their language might sound ‘young’ for their age. They might show signs of not understanding or remembering what has been said to them. Symptoms and issues may be seen across a wide range of issues (see figure).

Image source: radld.org
As children with developmental language disorder grow older, they are likely to find it hard to learn to read—or rather, to understand what they read. They could very well be able to use phonics and spell out words effectively (see box). This can mean that reading problems are masked for some time, because these children are showing clearly that they can decode text and therefore ‘read’ words. However, there is no real understanding behind their ‘reading’, and once texts become more complex, this becomes very clear.
Language and phonology in developmental language disorder
Professor Maggie Snowling, an expert in language disorders, uses a four-way grid to explain the distinction between phonology (sounds) and language understanding (meaning):

Children with poor phonology but good comprehension have dyslexia. Those with poor language comprehension may have good phonology, or they may also have dyslexia.
It is important to understand that, like dyslexia, developmental language disorder is on a spectrum of severity. There is no clear boundary between ‘affected’ and ‘typical’.
Children with developmental language disorder may also show behavioural problems, but usually because they find it hard to understand how they should behave, or they are frustrated by their inability to communicate. These issues may also affect social interaction and friendships, especially if part of the problem is in understanding nuances and social cues. This may lead to problems with relationships in adulthood, and potentially to isolation, and even serious mental health problems like anxiety and depression.
Helping and Supporting People with Developmental Language Disorder
There are plenty of things that can be done to help and support people with developmental language disorder.
First, speech and language therapy may be appropriate to help children develop their language skills. However, it is also important for schools and teachers to act to ensure that children with developmental language disorder are included in learning. Early feelings of informal exclusion from learning can lead to ‘switching off’, and have huge consequences later.
Support that may be helpful includes:
Helping children to develop social interaction and social skills.
This applies to both children with developmental language disorder and others, but other children may pick up social cues more readily. Parents can help children to understand how others are feeling and to express their own feelings by talking about feelings, and using picture cards of different feelings. Teachers could enable all the children in the class to use signs and symbols to communicate with each other, so that there is less dependence on good language skills. Generally, it is a good idea to set up interactions that do not require verbal communication, and help children to understand each other’s challenges in communicating.
Create and nurture an inclusive environment within and beyond the classroom.
It is important to be sure that schools are fully inclusive. This applies to both the classroom environment, and the environment beyond that (for example, in shared areas such as the playground or school dining room). This is not just about children with language problems, but those with any special need. This may mean adapting teaching methods to fit the children in the classroom. This also applies at home. Parents can help by being open about their children’s language difficulties, and supporting learning about language.
Use visual aids.
One of the most important ways to make lessons and learning more accessible is to use visual aids. This might include, for example, picture cards to show words, games that include pictures to remind children of the meaning of terms, and picture cards to show expressions, so that children can communicate their feelings more clearly. These can be used at home or at school. However, it is also important not to single out children with particular language difficulties for these aids, as this might contribute to increased isolation or anxiety.
Handling incidents carefully.
If an incident happens, it is important to be careful how you investigate. Avoid asking difficult or complex questions. Instead, keep things simple to ensure that all the children understand the question, and can reply honestly and clearly. Children with language disorders may struggle with nuance, so they may sound like they are admitting fault even when that is not appropriate.
Keep a watching brief for any signs of isolation.
Any child may become isolated—it is not just those with language problems. However, language problems may make social isolation more likely. It is therefore a good idea to keep an eye on what is happening among groups of children to ensure that nobody becomes isolated.
Finding out more
There is more information about developmental language disorder, including useful resources for teachers, at speechandlanguage.org.uk
Another useful resource is the website of the organisation Raising Awareness of Developmental Language Disorder (RADLD)
A Final Thought
Developmental language disorder is a very common problem among children, and therefore also among adults.
It can lead to social isolation, mental health problems, and worse. However, the right support from an early age can also make a huge difference. Both teachers and parents have an important role to play here, and it is important that they educate themselves to be able to do so.