Voices of U of U Health
Developmental Language Disorder and Reading Comprehension: The Overlooked Link
By Tiffany Hogan, PhD, CCC-SLP
Adapted from the inaugural distinguished speaker event hosted by the Department of Communications and Sciences Disorders at the University of Utah, March 2026.
When we think about reading, we often focus on whether a child can recognize the words on the page. But true reading goes beyond decoding. It requires understanding the language those words convey.
Some children can read words accurately without grasping their meaning, while others understand language well but struggle to read the words themselves. In both cases, comprehension breaks down.
Reading comprehension depends on both—word reading and language comprehension. Known as the simple view of reading, this framework shows that when either skill is lacking, reading suffers.
Developmental language disorder (DLD) sits squarely on the language side of that equation—and it is often overlooked.
A Common But Overlooked Condition
DLD is a neurodevelopmental condition that affects how children learn, understand, and use language. It impacts vocabulary, grammar, and the ability to connect ideas across sentences.
It also affects one in 10 children—a prevalence similar to dyslexia.
Yet DLD does not have the same level of public awareness. Many educators, clinicians, and families are unfamiliar with the term.
Instead, children with DLD are often described in other ways. They may be seen as shy, hesitant, or inattentive. They may stop mid-sentence, struggle to explain their thinking, or have difficulty following multi-step directions. In the classroom, they may look to peers to figure out what to do next.
These are not personality traits. They are signs of difficulty with language.
One reason DLD remains underrecognized is that it has been called by many different names across research, health care, and education. In the research literature alone, more than 100 terms have been used, including specific language impairment and language delay. In schools, children may qualify under labels such as speech and language impairment or specific learning disability, even when the underlying difficulty is the same.
Lack of a shared label makes it difficult to build awareness, advocacy, and consistent support. The term developmental language disorder was established to bring clarity and unify how we talk about this condition.
When Language Breaks Down, So Does Comprehension
Understanding text depends on more than reading words. It depends on vocabulary, background knowledge, and the ability to connect ideas.
Consider the following passage:
Sally let loose a team of gophers.
The plan backfired when a dog chased them away.
She threw a party, but the guests didn’t bring motorcycles.
The stereo wasn’t loud enough.
Obscene phone calls gave her some hope—until the number changed.
Finally, blinking neon lights did the trick.
Without context, the passage feels disconnected.
Now add a title: “Getting Rid of Bad Neighbors.”
The meaning becomes clear. The events connect. The reader can answer questions about the passage.
The words did not change. What changed was the reader’s background knowledge.
This is how comprehension works. Language allows us to build knowledge, and knowledge allows us to make sense of language. Children with DLD often struggle in both directions, which makes comprehension particularly challenging.
Why Vocabulary Is Essential for Reading Development
Vocabulary plays a central role in both language comprehension and word reading.
Children build vocabulary through exposure, especially through books. Over time, that exposure accumulates. A child who engages with text regularly is exposed to far more language than one who does not.
Estimates suggest that reading just one minute a day exposes a child to thousands of words annually, while 20 minutes a day can expose them to nearly 2 million words. This difference compounds over time.
Vocabulary is not simply about understanding text. It also supports word reading by helping children connect printed words to meaning. Language and reading develop together, not separately.
Reading Comprehension Requires Flexible Thinking
Reading also requires the ability to revise understanding as new information appears.
Consider this example:
John was on his way to school. He was worried about the math lesson.
At this point, John appears to be a student.
Then:
He thought he might not be able to control the class.
Now, John seems to be a teacher.
Then:
It wasn’t fair that the instructor made him supervise the class.
The interpretation shifts again.
And finally:
It’s not a normal part of a janitor’s duties.
Each sentence requires the reader to update their understanding.
Strong comprehenders make these adjustments efficiently. Children with language difficulties often struggle to suppress earlier interpretations and replace them with new ones, affecting their comprehension.
Different Causes of Reading Difficulties in Children
Not all reading difficulties are the same.
Some children struggle with word reading. These children are often identified with dyslexia. Others can read words accurately but struggle to understand language. These children may have developmental language disorder (DLD).
Because educational systems have focused heavily on decoding, dyslexia is more likely to be identified early. DLD is often missed.
Many children with DLD appear to be doing well in the early grades. They can read words, and early assessments may not capture their difficulty. But as language demands increase, particularly in third and fourth grade, comprehension becomes more challenging.
These children are sometimes described as “late emerging poor readers.” In many cases, their language difficulties were present all along but went unrecognized.
Gaps in Support for Children with DLD
Only about 20% of children with DLD receive services.
This means a large number of children are navigating classrooms without the language support they need. Instead of being identified, they are often misunderstood.
Access to support is not determined solely by need. It’s influenced by awareness, advocacy, and access to resources. This creates inequities in who receives help and when.
Early identification matters. Research shows that when children receive support earlier, they have stronger academic outcomes, better relationships, and improved long-term well-being.
Classroom Strategies to Support Students with DLD
Classrooms are filled with language. Instruction, directions, peer interactions, and assessments all depend on it. For children with DLD, this creates a constant barrier—but also an opportunity for support.
Effective support often starts with small but intentional changes:
- Complex directions can be broken into steps. Instead of saying, “Take out your notebook, write the date, answer questions one through five, and turn it in,” teachers can pause between steps, check for understanding, and provide visual cues.
- Visual supports make language more concrete. Written instructions, graphic organizers, and visual schedules help reduce the load on listening and memory.
- Vocabulary can be taught explicitly. Rather than assuming children will pick up word meanings incidentally, teachers can introduce key words before a lesson, revisit them during instruction, and reinforce them in discussion and writing. For example, before a science lesson on ecosystems, words like “habitat,” “predator,” and “adaptation” can be introduced with clear definitions and examples.
- Sentence structure can be modeled and practiced. Teachers can expand student responses by restating them in more complete forms. If a student says, “The plant died,” a teacher might respond, “Yes, the plant died because it didn’t get enough water.” This provides a model of more complex language without putting pressure on the student.
- Peer interaction can also be structured to support language. Partner work, turn-taking activities, and guided discussion help children practice language in meaningful contexts while observing how others use it.
- Perhaps most importantly, strengths should be recognized. Children with DLD often experience repeated challenges with language. Identifying and reinforcing what they do well—whether in problem-solving, creativity, or nonverbal reasoning—helps build confidence and engagement.
These strategies benefit all students, not just those with DLD.
Collaboration Improves Outcomes for Children with DLD
Supporting children with DLD requires collaboration.
Teachers, speech-language pathologists, special educators, and families each bring a different perspective. When these perspectives come together, support becomes more consistent and more effective.
Language does not belong to one professional role. It is central to all learning.
Why Identifying Developmental Language Disorder Matters
Language is often treated as a reflection of intelligence. It is not.
Children with DLD have a range of strengths and abilities. What they need is recognition and support. DLD is lifelong. It’s not something to cure, but something to understand and support across development.
Improving reading outcomes requires attention to both word reading and language comprehension. That includes identifying dyslexia—and also identifying developmental language disorder.
If we want to improve reading, we have to attend to language.
And if we don't look for DLD, we’ll continue to miss it.
