Frequently Asked Questions

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  What is a language disorder?

  Language disorders affect a lot of different children, including children with Down syndrome, ADHD, childhood apraxia of speech (CAS), and autism. Children with developmental language disorder (DLD) have language struggles regardless of other disorders.

  When we say children who struggle with language, we mean they may have difficulty:

  • using or understanding long sentences
  • understanding directions
  • learning new words
  • telling stories
  • using the right words, or all the words in a sentence
  • asking or answering questions
  • talking with other kids their same age
  • telling about what they did that day (for example, at school)

  These symptoms vary depending on the child's age.

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  What might a language disorder look like at different ages?

  Here are some signs and symptoms of language disorders in children. Note that these may vary and overlap in age groups.

  Preschool Children (3-5):

  • Short sentences
  • Difficulty following directions
  • Difficulty understanding what is being said
  • Difficulty asking questions
  • Difficulty finding the right word

  Elementary School (6-11):

  • Difficulty following multistep directions
  • Smaller vocabulary
  • Difficulty with grammar in writing and speaking
  • Difficulty telling organized stories
  • Simple sentences
  • Difficulty with reading, writing, spelling, or math

  Older Children (11-15):

  • Writing errors
  • Simple sentences
  • Smaller vocabulary
  • Difficulty with metaphors and figurative language
  • May be withdrawn from peers

  Concerned about a child's language?

  Talk to the Speech Language Pathologist (SLP) at the child's school, or locate a local SLP by clicking the button below.

  Find My Local Speech Language Pathologist (SLP)
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  How can I help children with language disorders in the classroom?

  Here are a few ideas:

  • When speaking to a child with a language disorder:

    • Use simple language
    • Use repetition as needed
    • Give directions in order and provide visuals
      (ex. pointing to objects, showing pictures of steps, etc.)
    • Pause longer after speaking
    • Speak slightly slower
    • Encourage questions

  • When listening to a child with a language disorder:

    • Comment or expand on what they said
      (ex. Child: "I swing," Teacher: "You are swinging so high!")
    • Prompt their storytelling
      (ex. Child: "They run away," Teacher: "What are they running from?")
    • Reflect and clarify to ensure you understand what they were saying
      (ex. "Did you mean...?")
    • Provide an alternative way to communicate
      (ex. Nodding, pointing, using pictures, etc.)

  See more ideas at DLDandMe.org