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More and more are known and diagnostic learning difficulties in reading, writing and math (also known under the terms of dyslexia, dysortography and dyscalculia), but much less known is the difficulty in the language area (known as language development disorder or under the initials of TDL), covering both the difficulties at the written level and the difficulties at the oral level.
Next, we will try to solve all the doubts that a suspicion of difficulty or disorder frequently causes in this area of language, whose estimated incidence rate within the childhood stage is 2% (2 out of every 100 children) and often little diagnosed early.
Most children acquire language spontaneously and easily through what they hear and what parents speak to them and try to stimulate them. In principle, no special training time is needed for this, but there are certain cases in which a certain difficulty appears for no apparent reason. Is what is called Developmental Language Disorder (TDL) or developmental dysphasia.
In principle, this disorder is not associated with mental retardation or sensory or motor deficits, simply that the linguistic competence it is below the others such as non-linguistic cognitive, motor or sensory.
The detection of Language Development Disorder it can be difficult or at least confusing, as it can be confused with other symptoms of other developmental disorders. It can begin to be appreciated around 30 months of age, although it is important to know that around the age of five or six (first cycle of primary school) children's language begins to be similar to that of adults, acquiring its characteristics and it is time where any difficulties could become more apparent.
The sooner we detect a problem in the difficulty of the child in language, before we can begin to intervene and correct this disorder. Both family and school help would be needed. If you think your little one may have certain language difficulties, check the following indicators with him:
- Sparse vocabulary or reduced, where they usually always use a few words and little variety. And they usually find word search games very difficult, for example, words that start with "a" (tree, closet, astronaut, etc.) or even words with a category like "transport" (truck, bike, motorcycle , etc.)
- Disorganized phrases, often their constructions seem to be out of order, to be very repeated and to be wrong with the words they choose. For this reason, they often use expressions such as "here, there, that, this, things, like that" when it is difficult for them to find the exact words.
- Little understandable speech, little connection between the sentences that makes it difficult to understand what he wants to say. And they even tend to get nervous when they realize that they are not making themselves understood. Many times they prefer the brevity of a "good" or a "yes" as a habitual answer to avoid complicating things.
- Understanding with important errors both in simple questions (for example: How was school today?) and complex (for example: What did the teacher tell you that you have to bring the next day?), often giving nonsense answers and being necessary to repeat the questions.
- Abstract concepts They are very difficult to understand and internalize, for example, the hours, the weather, the spatial orientation, the jokes with puns, the metaphors or the double meanings.
If as a parent, you notice that your child has any of these signs, it is best to consult with the school teacher, with a pedagogue, psychologist or pediatrician for guidance on how to treat this disorder of language development in the child.
You can read more articles similar to Knowing more about developmental language disorder (LDD), in the Language category - On-site speech therapy.