Developmental Language Disorder (DLD) is one of the most common neurodevelopmental conditions affecting children, yet it often goes unrecognised. Around 2 children in every classroom of 30 have DLD, making it more common than autism, yet awareness remains low. DLD affects a child’s ability to understand and/or use spoken language, despite otherwise typical development and no obvious biomedical cause. (PMC)
Children with DLD may struggle to follow instructions, learn new vocabulary, organise their thoughts, answer questions or tell stories. These difficulties can impact literacy, academic achievement, friendships and emotional wellbeing if left unsupported. However, with the right intervention, children can make significant progress.
Research consistently shows that speech and language therapy is effective in improving vocabulary, grammar and oral language skills. The greatest gains occur when intervention is personalised, delivered consistently and reinforced across home and school. Recent systematic reviews also highlight the importance of high-quality classroom support alongside direct therapy, helping children use their communication skills in everyday learning. (PMC)
Classroom Strategies to Support Children with DLD
Teachers can make a significant difference by:
- Breaking instructions into short, manageable steps.
- Using visual supports alongside spoken information.
- Allowing extra processing time before expecting a response.
- Pre-teaching key vocabulary before introducing new topics.
- Checking understanding by asking children to explain ideas in their own words rather than simply asking, “Do you understand?”
- Using repetition and regular review to reinforce new language.
- Encouraging discussion in pairs or small groups to provide opportunities to practise language in a supportive environment.
Small adjustments to classroom communication can reduce barriers to learning and help children with DLD participate more confidently, achieve their potential and thrive both academically and socially.
References
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080.
Norbury, C. F., Gooch, D., Wray, C., et al. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257.
Neumann, K., et al. (2024). Clinical practice guideline: Interventions for Developmental Language Delay and Disorders. (PMC)
Effective Whole Class Oral Language Interventions and Strategies for Students with Developmental Language Disorder: A Systematic Review. (2025). (PMC)