Resources For Families and Educators
How Language Delays Can Indicate Learning Disabilities in Children
By: Craig Selinger, M.S. CCC-SLP, owner of Brooklyn Letters
As a parent, it's natural to be concerned when your child doesn’t meet developmental milestones as quickly as their peers, particularly in language development. Language is foundational to all learning, and a language delay in this area can sometimes be connected to deeper challenges, such as learning disabilities. Understanding this relationship can help you advocate for your child and ensure they receive the support they need.
What is a Language Delay?
A language delay occurs when children develop language skills more slowly than their peers. This can manifest in several ways:
- Delayed language: The child may struggle to produce sentences or longer utterances than peers.
- Limited vocabulary: The child may not use or understand as many words as expected for their age.
- Difficulty understanding language: The child may have trouble processing instructions or following conversations.
While all children develop at their own pace, significant language development delays can impact other learning areas. Early intervention is crucial to minimize these effects.
What is Developmental Language Disorder (DLD)?
One of the most common causes of language delays is Developmental Language Disorder (DLD). DLD is a communication disorder that interferes with learning, understanding, and using language. It affects approximately 1 in 14 kindergarteners and impacts speaking, listening, reading, and writing. DLD is not caused by conditions like hearing loss or autism, nor is it due to a lack of language exposure. This disorder persists into adulthood, meaning it's a lifelong condition.
Causes of DLD
DLD is a neurodevelopmental disorder caused by a combination of genetic and environmental factors affecting brain development. Studies show that 50 to 70 percent of children with DLD have a family history of language difficulties, suggesting a genetic link. Importantly, being bilingual does not cause DLD, although the disorder affects all languages a child speaks.
Symptoms of DLD
Children with DLD may:
- Be late to start talking or forming sentences.
- Struggle to learn new words or hold conversations.
- Have difficulty following directions.
- Make more grammatical errors and use less sophisticated grammar than their peers.
In older children and adults, DLD can manifest as:
- Difficulty finding the right words.
- Trouble understanding figurative language.
- Problems with reading and writing.
- Frequent grammatical errors in writing.
Because these difficulties can be misinterpreted as behavioral issues, seeking a professional evaluation is essential if you suspect DLD.
Diagnosing DLD
A speech-language pathologist can diagnose DLD through observations, interviews with parents and teachers, standardized tests, and learning assessments. Early diagnosis allows for more effective intervention.
The Relationship Between Language Delays and Learning Disabilities
Since Samuel Kirk introduced the term "learning disability" in 1963, problems with language comprehension and expression have been recognized as key identifiers of learning disabilities. Language disorders are often central to learning disabilities. In the past, children with language delays were thought to have temporary issues that would resolve over time. However, research has shown that these delays often predict future learning disabilities. Studies demonstrate the long-term impact of language delays on learning. For example, Paul et al.'s research found that despite resolving language deficits by age 4, late talkers struggled with academic readiness and social skills at ages 5 and 6. Similarly, Scarborough and Dobrich found that early language delays often led to reading disabilities by grade 2, emphasizing the need for early intervention.
How Language Delays Relate to Learning Disabilities
Language is the foundation for learning. When a child has a language delay, it can affect their ability to understand and retain new information, potentially leading to learning disabilities. For example, a child with early language difficulties may struggle to read, spell, or write. This is especially true for children with dyslexia, a learning disability that affects reading and language processing.
Supporting Your Child
If your child is diagnosed with a language delay or a learning disability, early intervention can make a significant difference. Here are the steps you can take:
- Speech and Language Therapy can help your child improve communication skills.
- Therapy may focus on grammar, vocabulary, or social communication. Learn more about speech-language pathology training.
- Educational Support: Schools can provide resources like Individualized Education.
- Plans (IEPs) and specialized instruction.
- Reading Programs: Programs focusing on phonics and multisensory learning are especially effective for children with DLD or learning disabilities.
Conclusion: Advocacy and Patience
Language delays and learning disabilities can be challenging, but children can overcome these obstacles with early intervention and ongoing support. Whether your child has DLD, a language delay, or a learning disability, your role as an advocate is vital in helping them succeed academically and socially. Seek the right interventions early and remain patient as your child develops the skills they need to thrive.
Key Studies Supporting the Link Between Language Delays and Learning Disabilities
Paul et al.'s Study on Late Talkers
A notable study by Paul and colleagues followed children from ages 2 to 6 who were identified as late talkers. While most of these children appeared to overcome their language deficits by age 4, they continued to show academic readiness issues at ages 5 and 6. Moreover, these children exhibited ongoing social skills deficits, even when their language delays had resolved. This suggests that language delays can impact academic and social development in the long term.
Scarborough and Dobrich’s Findings
In a similar study, Scarborough and Dobrich found that while children seemed to outgrow their early language issues by age 5, many developed reading disabilities by grade 2. Their research indicates that resolving language delays doesn’t guarantee there won’t be underlying issues affecting future learning. It highlights the importance of not relying on an approach for toddlers with communication delays, as such delays may reappear in different forms as tasks and environments change over time.
How Cognitive Factors Affect Language Development in Children with Intellectual Disabilities
(ID) A study by van der Schuit et al. (2011) explored how cognitive factors, such as phonological working memory (WM) and nonverbal intelligence, influence language development in children with intellectual disabilities (ID). The study found that nonverbal intelligence predicted vocabulary and syntax development in children with ID at ages 4 and 5. At the same time, phonological working memory was critical for language learning in typically developing children and those with ID. This underscores the importance of cognitive factors in supporting language development, especially in children with developmental delays.
Age 17 Language and Reading Outcomes in Late-Talking Toddlers
In L. Rescorla's (2009) study, late talkers were followed into adolescence, and it was found that while many caught up with their peers in terms of language by age 6, 17% still exhibited deficits in language functioning. The correlation between language development and learning outcomes is significant; identifying language weaknesses early on will make a meaningful impact not just on improving children’s receptive and expressive language skills but also on improving academic outcomes.
Craig Selinger is the dedicated owner of Brooklyn Letters, a reputable private practice renowned for its exceptional services. Together with his team of skilled professionals, they extend their expertise across various locations, including Manhattan, Brooklyn, Queens, Staten Island,Bronx, Westchester, Long Island, New Jersey, and Connecticut. With a New York State license as a speech-language therapist (pathologist) and a learning specialist, Craig boasts an impressive track record spanning over two decades, during which he and his team have helped more than a thousand families, establishing Brooklyn Letters as a respected practice in the field.
Craig's proficiency encompasses various domains, including addressing early childhood speech-language delays, skillfully managing expressive and receptive language disorders, and adeptly tackling language learning obstacles such as reading, writing, executive functioning, and social and pragmatic communication. He also demonstrates mastery in speech production concerns, i.e., articulation and enunciation. Their dedication to comprehensive care sets Craig and his team apart. They actively collaborate with the finest professionals in the NYC metro area, including neuropsychologists, mental health therapists, and allied health professionals. This network of expertise ensures a holistic approach to each client's unique needs.