This October, we celebrate Dyslexia Awareness Month. We know that Dyslexia is a type of learning difficulty, but there is also another condition associated with language learning that might be more common than we think. 

Published in Frontiers for Young Minds, ‘Developmental Language Disorder: The Childhood Condition We Need to Start Talking About’ by Kuiack and Archibald, gives a useful summary of what the condition is all about. DLD, previously known as Specific Language Impairment, is described as “a hidden but common condition that causes difficulty using and/or understanding language” usually without an obvious cause. This condition can usually be first discovered and treated during childhood, but it does not go away. Sometimes, we might think that kids with DLD were just being naughty or are not paying attention because they are not doing what they were instructed to do. More often than not, DLD could be underreported because it can be seen as a symptom of other conditions such as Dyslexia and Autism. It may also be more common than we think—DLD affects one child in every fifteen in the UK (but we do not have the statistics about its prevalence rates in Singapore).

So what kind of problems does a child with DLD face? The article mentioned four symptoms typically associated with DLD:

1. Many children with DLD have trouble using proper grammar
2. Many children with DLD have trouble with sounds—they may leave sound out, e.g. “nana” instead of “banana” or using the wrong sounds, e.g. “wed” instead of “red”
3. Many children with DLD know fewer words than their peers
4. Many children with DLD have problems properly using language in social situations

Why do some children have DLD? It’s complicated. Experts say that the exact cause(s) are hard to pinpoint and that it may be a mix of biological, psychological, and environmental factors. It is important, however, to remember that no two children have the same language skills, communication, or learning abilities.

In Singapore, our children are exposed to many languages with different grammatical structures. They may say “I haven’t eat” instead of “I haven’t eaten” and “streng” instead of “strength”. Bilingual kids are also reported to know fewer words in one of their languages when compared to a native speaker of that language, but it does not mean they know fewer words in general when we take into account both their languages. In fact, very often, bi- and multilingual kids know more words than monolinguals. (Which is why learning more than one language from a young age is not disadvantageous!)

So how can I tell if my child has a problem? And how does a child with DLD get help? The first step is to recognise that there is a problem. Symptoms may differ from one child to the next, but when there is a problem with schoolwork or language skills that fall behind that of peers, then teachers and parents should take it as a warning sign. Early intervention and support from professionals can help maximise a child’s existing language capabilities and morale. If you are concerned about your child, you can consult the school or your paediatrician. By creating awareness about this condition, we can reach out to more children who face these problems every day, and sooner.

Read the original article here: https://kids.frontiersin.org/article/10.3389/frym.2019.00094

For more information about DLD, you may also want to check out this organisation based in the UK: https://radld.org/