Students with developmental language disorder (DLD) often experience significant challenges in language and literacy that can impact their academic performance and social interactions. Despite the effectiveness of high-quality, evidence-based therapy, it is essential to recognize that these students may not achieve the same level of academic functioning as their typically developing peers. This post delves into the role of evidence-based interventions, the influence of age and severity of deficits on outcomes, and the importance of setting realistic goals focused on optimal independence rather than “curing” or “normalizing” the disorder.
Evidence-Based Interventions: Effective but Not a Cure-All
Research supports the use of structured, evidence-based interventions in improving language and literacy skills for students with DLD. Effective therapy often includes explicit instruction in vocabulary, phonological awareness, comprehension, and syntax, among other targeted skills (Bishop & Snowling, 2004; Catts, 2017). These therapies are essential in addressing the specific deficits associated with DLD, as they provide strategies that enable students to navigate academic tasks more successfully.
While these interventions are beneficial, they are not a “cure” for DLD. Unlike transient language delays that may resolve with early intervention, DLD is often a lifelong condition characterized by ongoing challenges with language use, literacy acquisition, and processing of complex linguistic information (Leonard, 2014). As such, even the best therapies are unlikely to enable students to function entirely on par with their typically developing peers, particularly in academic contexts requiring advanced language skills.
The Role of Age and Severity in Therapy Outcomes
The age at which a student receives therapy and the extent of their language deficits significantly influence the degree of improvement achieved. Research indicates that younger children may show more robust gains in foundational language skills, such as vocabulary acquisition and basic sentence structure, than older students (Norbury et al., 2016). The plasticity of the brain in early childhood can facilitate greater language growth, making early intervention crucial. However, even with timely intervention, older students with longstanding language difficulties may experience limitations in achieving grade-level performance, especially in literacy, which builds cumulatively upon early language skills (Martin, Ketchabaw, & Turkeltaub 2022).
The extent of the student’s deficits also impacts therapy outcomes. Students with severe impairments in multiple language domains—such as expressive vocabulary, grammar, and narrative skills—may make incremental progress in each area but still struggle to perform at age level. Studies have shown that students with more profound language impairments are more likely to require ongoing support and are at higher risk of academic underachievement, even when receiving high-quality, consistent intervention (Snowling et al., 2000).
Reframing Therapy Goals: Optimal Functioning and Independence
The primary goal of language and literacy therapy for students with DLD is to optimize functioning and enhance independence, not to “normalize” the student’s language abilities. This is a critical distinction, as placing unrealistic expectations on achieving typical performance can lead to frustration for both students and their families. Instead, language therapy aims to provide students with the skills they need to participate meaningfully in academic and social environments and to advocate for themselves effectively.
For instance, a student with DLD may struggle with comprehending complex texts but can benefit from learning strategies to break down passages, identify key points, and seek clarification when needed. These strategies empower the student to navigate challenges independently and foster resilience and adaptability in learning contexts.
Positive Outcomes Through Timely, Evidence-Based Interventions
While students with DLD may not “catch up” entirely, evidence shows that they can make meaningful progress, especially when intervention is provided early and consistently. Quality therapy has been linked to improvements in reading comprehension, narrative skills, and social communication, all of which can contribute to a student’s academic success and social wellbeing (Catts et al., 2005). Moreover, teaching compensatory strategies, such as using visual support as well as breaking tasks into manageable steps, can support these students in performing at a level that enables them to engage more effectively in the classroom.
Conclusion
In summary, language and literacy therapy for students with DLD is highly beneficial and can lead to substantial improvements in specific skills, but it may not fully close the gap between these students and their typically developing peers. Therapy should be viewed as a means to enhance functional independence and adaptability rather than as a cure. By setting realistic goals and providing evidence-based support, therapists can help students with DLD reach their potential and improve their quality of life, empowering them to succeed in school and beyond.
References
- Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858–886.
- Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25–40). Lawrence Erlbaum Associates Publishers.
- Catts, H. W. (2017). Early identification of reading disabilities. In K. Cain, D. L. Compton, & R. Parrila (Eds.), Theories of reading development. Amsterdam: John Benjamins Publishing.
- Leonard, L. B. (2014). Children with specific language impairment. MIT Press.
- Martin KC, Ketchabaw WT, Turkeltaub PE. (2022) Plasticity of the language system in children and adults. Handbook of Clinical Neurology. 2022;184:397-414.
- Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., & Pickles, A. (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.
- Snowling, M. J., Bishop, D. V. M., & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41(5), 587-600.