Impact of language disorders on children’s everyday lives from 4 to 13 years: Commentary on Le, Mensah, Eadie, McKean, Schiberras, Bavin, Reilly and Gold (2020)

Abstract

This paper by Le et al. (2020) is a valuable addition to the literature because it provides evidence regarding the trajectories of health‐related quality of life (HRQoL) in children with language disorders from the ages of 4–13 years. The authors found that higher language scores were associated with better HRQoL particularly in the school and social domains. Of the children in the low language group, 40% were in the stable‐high HRQoL trajectory, while the others were in the reduced‐slow‐decline (26%) and low‐rapid‐decline (34%) HRQoL groups. Despite the prevalence of language disorder and its impact on many aspects of children’s everyday lives, many professionals and members of the public are still unaware of this condition and its potential consequences. The publication of the Le et al. (2020) paper is timely because it coincides with a call to action to support these children by McGregor (2020). McGregor (2020) argued that we fail children with developmental language disorders both in terms of research and service provision. In her recent discussion paper, she provided evidence that these children face significant risks with regard to academic achievement: they are 6 times more likely to have reading disabilities, 6 times more likely to have spelling difficulties, 4 times more likely to have difficulties with mathematics and 12 times more likely to present with all three difficulties.

Multi-domain computerized cognitive training for children with intellectual developmental disorder: A randomized controlled trial

“…This improvement in adaptive behavior may manifest in communication and socialization. Verbal intelligence is essential for children to communicate and socialize ( Soorya et al, 2015 ; Hodge et al, 2021 ; Lyons, 2021 ). Multi-domain CCT promotes the recovery of language intelligence due to the rich audio-visual interaction ( Takacs et al, 2015 ; Jaschke et al, 2018 ) and daily life scenes ( Helo et al, 2021 ) in the training module.…”

Pragmatic Language of Students with Learning Disabilities: Cross-Cultural Research

“…Language disorders are classified as a communication disorders [6]. It is a disorder in spoken language, which involves listening and speaking skills, and written language, which includes reading and writing skills [7]. Language disorders are problems in receptive or expressive language [8].…”

Health-Related Quality of Life and Behavioral Difficulties in Greek Preschool Children with Developmental Language Disorder

“…DLD has immediate and long-term impacts in children's lives, and much of its impact extends beyond language difficulties. The literature [7][8][9][10] suggests that children with DLD are at an increased risk for poorer outcomes in social, emotional, behavioral, and academic functioning. Due to its high prevalence and life-long consequences, it is important for health professionals to understand the impact of DLD and employ measures to assess the Heath-Related Quality of Life (HRQoL) of people with this condition.…”