Principles and
Theories of Language
Acquisition and
Learning
Module 12
Language Disorders and Delays
Objectives:
• Identify common language disorders and delays, such as Specific
Language Impairment (SLI).
• Discuss the diagnostic process and interventions for language-
related disorders.
What are Language Disorders and Delays?
• Language Delay: Slower-than-average
development in language milestones.
• Language Disorder: Persistent
difficulty with language comprehension
and/or expression not attributed to
hearing, intelligence, or emotional
disturbances.
• Categories:
• Receptive (understanding)
• Expressive (speaking/writing)
• Mixed (both) – global
Specific Language Impairment (SLI)
• Definition: A developmental language disorder with no known
cause (normal intelligence, hearing, and emotional development).
• Prevalence: Affects ~7% of children.
• Features:
• Limited vocabulary
• Difficulty with verb tenses and grammar
• Trouble constructing complex sentences
Source: Leonard (2014)
Other Common Language Disorders
• Developmental Language Disorder (DLD): Broader term now
often used in place of SLI.
• Aphasia (in children): Language loss due to brain injury.
• Speech Sound Disorders (phonological or articulation delays).
• Language impairments in neurodevelopmental conditions (e.g.,
autism spectrum disorder, ADHD).
Causes and Risk Factors
• Genetic predisposition (e.g., family
history)
• Premature birth or low birth weight
• Hearing loss
• Neurological damage or
developmental disorders
• Environmental factors (neglect,
limited exposure)
Diagnosis and Assessment
• Multidisciplinary approach: Involves
speech-language pathologists (SLPs),
psychologists, educators.
• Tools and methods:
• Standardized tests (e.g., CELF, PPVT)
• Observational checklists
• Developmental history
• Early identification is critical for
effective intervention.
Interventions and Support
• Speech-Language Therapy: Targets vocabulary, grammar, and
pragmatic language skills.
• Individualized Education Plans (IEPs) in schools.
• Family training and involvement.
• Classroom accommodations: visuals, simplified instructions,
peer support.
Source: McCardle & Chiat (2014)
Educational Implications
• Teachers and caregivers must:
• Recognize warning signs early.
• Collaborate with specialists.
• Foster inclusive and supportive learning environments.
• Use multisensory approaches to enhance language
development.
References
• Leonard, L. B. (2014). Children with Specific Language
Impairment. MIT Press.
• McCardle, P., & Chiat, S. (2014). Language Disorders in Children: A
Psycholinguistic Perspective. Psychology Press.