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Developmental Language Disorder (DLD)

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Developmental Language Disorder (DLD) is an ongoing, significant difficulty in understanding and/or using spoken (verbal) language, in all the languages a person may use.

DLD includes what used to be called Specific Language Impairment (SLI).

It is thought to affect approximately two children in every class.

What causes it?

There is currently no known cause for DLD, which can make it difficult to explain. It is not caused by trauma or lack of exposure to language, for example.

It is also not caused by other medical conditions, such as hearing impairment, Autism, brain injuries or physical impairment. However, children and young people with such conditions may also have a language disorder.

A child or young person with DLD may also have other difficulties, such as Attention Deficit Hyperactivity Disorder (ADHD), reading and spelling difficulties (dyslexia) or speech difficulties.

What are the signs of DLD in a child or young person?

They may have difficulty listening to, remembering and understanding what others say.
They may not be able to follow a whole, lengthy instruction or understand questions. They may not get what is happening in a story or narrative.
They may have difficulty understanding what words mean (vocabulary) or how to use them.
They may struggle to express their ideas, say how they feel or tell a story.
They may use simpler words and sentences or sound like a younger child.
They may have difficulty ‘getting words out’ (word finding difficulties), in using grammar or in getting their words in the right order.
They may struggle to use language in social interactions, to negotiate with others, to join in conversations, to understand the language of jokes and to manage a situation using words.
They may also have difficulty understanding and using the sounds for spelling and reading (phonological awareness) or understanding and using written text or words.
Difficulties with language may be at the root of a child or young person’s behavioural issues or anxieties in school.

DLD is different for each child or young person and may change as they get older, when different skills are needed for learning and socialising.

What does it mean for a child or young person?

DLD is a long term condition and can affect a child or young person’s learning and socialisation.
A child or young person with DLD may be a more visual or tactile learner. They will understand and remember things better when they can see or watch, such as a story being acted out or told using clear pictures,.. or when they can learn by experiencing or doing.

Strategies can be used in school and at home that will support and enable them to make the best of their language skills and maximise their learning.

Some children or young people with DLD may require specific help to learn the language skills and strategies they need for school and socially. A Speech and Language Therapist can assess DLD, put therapy and/or targeted interventions in place, and help schools and parents to support them.

Information for parents

How can I support a child at home?

Gain their attention before talking to them. Say their name, so they know they need to listen.
Make sure they can see you when you talk to them, to support their attention and visual skills.
Say things calmly and not too quickly, so that they have time to listen to, and think about, what you have said.
Use shorter sentences or simpler words, to help them understand what you are saying. Break instructions down into shorter ‘chunks’.
Repeat what you have said, if necessary, to help them remember.
Check that they have understood.
Show them what you are talking about or what you want them to do, to help them remember and understand. Use gesture or visual tools, such as a timetable or family photos.
Encourage them to communicate with you however they can – using gestures, words, pictures, etc.
Allow them time to respond and express their ideas.
Give them lots of opportunities to hear new words and what they mean, through play and shared experiences.
Help them to learn the skills for socialising and playing with others, such as playing games where you need to take turns or where you can practise asking and answering particular questions (eg Guess Who; 20 Questions).

If the child is already known to the Speech and Language Therapist (S&LT), they may be able to give you more specific ideas to try at home.

If you are concerned about the child’s spoken language skills, talk to their teachers, to work out how you can support them together. They should also be able to access further advice and support from the S&LT, if necessary.

If you think you or your child needs input or support from Speech and Language Therapy please see our ‘How to refer to a Speech Therapist‘ page.

For more information please also see:

Royal College of Speech and Language Therapists
Raising Awareness of Developmental Language Disorder (RADLD)

Information for teachers

What does it mean for a pupil or student?

DLD is a long-term condition and can affect a child oryoung person’s learning and socialisation. It may affect their behaviour or emotional wellbeing.

A child or young person with DLD may be a more visual or tactile learner. They will understand and remember things better when they can see or watch, such as a story being acted or told using clear pictures,or when they learn by experiencing or ‘doing’.

Strategies can be used in school and at home that will support and enable them to make the best of their language skills and maximise their learning.

Some children or young people with DLD may require specific help to learn the language skills and strategies they need for school and socially. A Speech and Language Therapist can assess DLD, put therapy and/or targeted interventions in place, and help schools and parents to support them.

How can I support the pupil with DLD in my class?

Gain their attention before talking to them. Say their name, so they know they need to listen, and encourage them to look as you talk.
Make sure they can see you when you talk to them, to support their attention and visual skills.
Say things calmly and not too quickly, so that they have time to listen to, and think about, what you have said.
Use shorter sentences or simpler words, to help them understand what you are saying. Break down instructions into shorter ‘chunks’.
Repeat what you have said, if necessary, to help them remember.
Check that they have understood.
Show them what you are talking about or what you want them to do, to help them remember and understand. Use gesture or visual tools, such as a timetable, photos or Widgit/Boardmaker symbols added to your resources.
Encourage them to communicate with you however they can – gestures, words, pictures, etc.
Give them lots of opportunities to hear new words and what they mean, link new words to others they may know. Enable them to experience what words mean if possible. (using the Word Aware approach)
Help them to learn the skills for socialising and playing with others, such as playing games where you need to take turns or where you can practise asking and answering particular questions (eg Guess Who; 20 Questions).

If a pupil is already known to the Speech and Language Therapist (S&LT), they may be able to give you more specific ideas to try in school.

If you are concerned about a pupil’s spoken language skills, talk to their parents, to work out how you can support them together. Contact the pupil’s Speech and Language Therapist, if they have one, or your local S&LT Service for further advice and support.

If the pupil has an EHCP (Education, Health and Care Plan), a S&LT assessment can be requested through the review process. Referrals for S&LT must be made via the Statutory Assessment Service/SENCaN in this instance.

Further information and support:

Association for All Speech Impaired Children (AFASIC)
Royal College of Speech and Language Therapists
Raising Awareness of Developmental Language Disorder (RADLD)

Developmental Language Disorder – ICAN Guide for Teachers