The prevalence of SLI for kindergartners in the upper Midwestern region of the United States was 7.4% overall, 6% for girls, and 8% for boys (Tomblin et al., 1997). In the Northeastern region of the United States, about 40%-50% of children and adolescent speakers of Spanish and English who were referred for psychiatric services were found to have a language delay or impairment following testing in both languages (Toppelberg, Medrano, Morgens, & Nieto-Castañon, 2002). Psychiatric DisordersĪmong Canadian children 7 to 14 years old with psychiatric disorders, 40% were found to have a language impairment (Cohen, Barwick, Horodezky, Vallance, & Im, 1998). The prevalence of language impairment in Canadian kindergarten children was 8.04% overall, 8.37% for girls, and 8.17% for boys (Beitchman, Nair, Clegg, & Patel, 1986). In children 7 years old and younger in the United Kingdom the median prevalence of receptive language delay/disorder ranged from 2.63%-3.59%, expressive language delay/disorder ranged from 2.81%-16%, and combined receptive and expressive language delay/disorder ranged from 2.02%-3.01% (Law et al., 2000). The variability in prevalence estimates below is attributed to differences in how language impairment is defined, the nature of the population studied, and variations in the methodological procedures used (Law, Boyle, Harris, Harkness, & Nye, 2000 Pinborough-Zimmerman et al., 2007). "Prevalence" of spoken language disorders refers to the number of people who are living with a spoken language disorder in a given time period. No reliable data on the incidence of spoken language disorders in children were located. "Incidence" of spoken language disorders refers to the number of new cases identified in a specified time period. At that point, the child is often identified as having a learning disability, even though a language disorder often underpins the academic struggles, especially those associated with learning to read and write. Language disorders are typically diagnosed before learning disabilities and frequently impact a child's academic performance. Learning disabilities (LD) and language disorders are also closely linked, although the exact relationship between the two is not fully agreed upon. Some children with language disorders may have social communication difficulty, because language processing, along with social interaction, social cognition, and pragmatics, comprise social communication. See language in brief and the Practice Portal page on Written Language Disorders. Additionally, children with reading and writing problems often have difficulty with spoken language, particularly as it relates to higher-order spoken language skills, such as expository discourse (Scott & Windsor, 2000). Children with spoken language problems frequently have difficulty learning to read and write. The relationship between spoken and written language is well established (e.g., Hulme & Snowling, 2013). attention deficit hyperactivity disorder (ADHD),Įach of these affected populations may exhibit unique characteristics and behaviors, but all share common characteristics of language problems (Rice & Warren, 2004).When SLD is a primary disability-not accompanied by an intellectual disability, global developmental delay, hearing or other sensory impairment, motor dysfunction, or other mental disorder or medical condition-it is considered a specific language impairment (SLI).Īn SLD may also occur in the presence of other conditions, such as Language disorders may persist across the lifespan, and symptoms may change over time. It can be understood best in relation to the companion Practice Portal on Written Language Disorders.Ī spoken language disorder (SLD), also known as an oral language disorder, represents a significant impairment in the acquisition and use of language across modalities due to deficits in comprehension and/or production across any of the five language domains (i.e., phonology, morphology, syntax, semantics, pragmatics). The scope of this Practice Portal page is limited to spoken language disorders (listening and speaking) in preschool and school-age children (3–21 years old) who use verbal modes of communication. See the Spoken Language Disorders Evidence Map for summaries of the available research on this topic.
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