Why Oral Language in Schools Must Be a Priority, Not an Afterthought

 

In our first two posts in this series, we explored why language is the foundation of learning and literacy and shared practical strategies for building language-rich classrooms. In this final post, we focus on the common signs of oral language risk, the overlooked link between Developmental Language Disorder (DLD) and dyslexia, and how educators can embed evidence-based language supports across every tier of instruction.

Oral language in schools is not a supplemental activity. It is the backbone of reading comprehension, academic participation, and social development (Snow, 2020).

 

What Is Oral Language and Why Does It Matter for Reading?

 

Oral language skills, including vocabulary, listening comprehension, grammar, and sentence formulation, directly predict a child’s ability to become a proficient reader. Both the Simple View of Reading (Gough & Tunmer, 1986) and Scarborough’s Rope (Scarborough, 2001) make clear that decoding alone is not enough. Language comprehension is equally essential.

When students struggle to understand what they read, the root cause is often not a decoding problem. It is an underlying oral language weakness. Our Nation’s Report Card may be less a measure of reading ability and more a signal of how well students understand spoken and written language.

 

What Is Developmental Language Disorder (DLD)?

 

Developmental Language Disorder (DLD) is a persistent difficulty with learning and using language that is not explained by another condition (McGregor, 2020). Approximately 1 in 14 children, or about 7% of the student population, has DLD (Norbury et al., 2016; Tomblin et al., 1997).

Despite being as common as dyslexia, DLD remains widely underidentified. One major reason: the disorder has gone by many names over the years, including specific language impairment, language delay, developmental dysphasia, and communication impairment. This inconsistent terminology, combined with a lack of universal screening tools in schools, means that many children with significant language difficulties go undetected (McGregor, 2020; Norbury et al., 2016).

Without identification, these students struggle in silence.

 

The Overlap Between DLD and Dyslexia

 

Research consistently shows substantial overlap between DLD and dyslexia. While the two conditions are distinct, they frequently co-occur. It is estimated that roughly 50% of children with dyslexia also have co-occurring difficulties associated with DLD (Adlof & Hogan, 2018).

This means that for many students who struggle with word reading, the challenge runs deeper than phonics. Underlying oral language weaknesses may be driving their difficulties.

Common signs of oral language difficulty in students include:

  • Persistent errors in grammatical morphemes
  • Challenges with sentence formulation or organization of ideas
  • Word-finding difficulties and weak verbal recall
  • Syntax and vocabulary gaps
  • Difficulty sequencing information orally or in writing
  • Reduced engagement and interaction with peers


Dyslexia awareness and screening have grown significantly in recent years (Gaab, 2024; Sanfilippo et al., 2020). Developmental Language Disorder deserves the same level of attention in every school building.

 

Are Schools Screening for Oral Language Risk?

 

Screening for oral language in schools is not yet standard practice, and that is a problem. Adlof et al. (2018) argue that many children remain unidentified for DLD because valid, systematic measures of oral language are rarely used at the district level. Without universal screening, students at risk for language-based learning difficulties are often missed until they fall significantly behind in reading or academics.

Language risk frequently precedes reading difficulties and can often be detected before formal schooling begins (Gaab, 2024; Snowling et al., 2019). Educators who understand what oral language risk looks and sounds like are better positioned to catch these students early, before the gap widens.

 

What About Multilingual Learners?

 

It is critical to note that multilingualism is not a cause of DLD. Speaking more than one language does not put a child at risk for a language disorder. Research shows that bilingualism should be viewed as a linguistic asset, not a liability (Neumann et al., 2024).

As Peterson et al. (2021, p. 10) state: “Bilingualism does not exacerbate the difficulties of children with DLD, but on the contrary, it can be beneficial for them at the cognitive, linguistic, and socio-cultural level.”

Educators must take care not to confuse language differences with language disorders when evaluating multilingual learners.

 

Protective Factors That Reduce Language Risk

 

Understanding risk is important, but so is understanding what builds resilience. Within the risk-resilience framework (Catts & Petscher, 2022), protective factors are moderators that buffer the impact of language risk. Strong oral language skills are among the most powerful.

Additional protective factors include:

  • Early and ongoing language screening
  • Opportunities for prosocialization and peer interaction
  • Problem-solving and self-regulation skills
  • Positive role models and a language-rich home and school environment

Other factors worth considering in a student’s full profile include family history of language or reading difficulties, co-occurring conditions such as ADHD or autism, developmental milestone history, and auditory health.

 

Supporting Oral Language Development Across All Tiers of Instruction

 

Supporting oral language in schools does not require a separate program or an added burden on teachers. It requires intentional planning across every layer of instruction so that language is embedded in everything students do.

 

Tier 1 (Universal Instruction): Every student benefits from explicit oral language development in whole-class settings. Students with language difficulties especially need access to Tier 1 instruction, including rich vocabulary exposure, structured discussion, and meaningful language interaction with peers.

 

Tier 2 (Small Group): Students identified as having low-average to below-average oral language skills, based on valid assessment, benefit from an additional dose of explicit language instruction. This can take place during small groups, centers, or intervention blocks and can be delivered by trained paraprofessionals or teacher assistants (Peñaherrera et al., 2023).

 

Tier 3 (Intensive Support): A smaller number of students may need more individualized practice, review, and feedback on specific language skills and strategies.

 

Tier 3 support is not synonymous with special education, though some students may also receive individualized services.

Across all tiers, content, and ages (adjusting for developmentally appropriate content and implementation), the following language supports help all children and bring awareness to everyday moments that bring big change. Take a look at a go to Teacher Language Tool Box for supporting oral language here.

 

The Role of Teachers and Speech-Language Pathologists

 

Teachers are the first line of defense in identifying oral language risk. They observe students across academic and social settings throughout the entire school day, giving them a unique and irreplaceable vantage point.

At the same time, teachers do not need to carry this work alone. Speech-Language Pathologists (SLPs) are trained to identify, assess, and treat language-based disabilities. Collaboration between classroom teachers and SLPs is one of the most effective ways to support students with oral language difficulties. When in doubt, team up with your SLP.

 

Evidence-Based Tools for Oral Language Screening and Instruction

 

Screening for Oral Language Risk: LanguageScreen (OxEd & Assessment)

  • Universal screener for ages 3.5 to 11.5, available in multiple languages
  • Assesses receptive and expressive vocabulary, listening comprehension, and sentence repetition
  • Digital assessment completed in under 10 minutes per child
  • Provides an immediate, comprehensive report


Oral Language Intervention: Tel Ted (OxEd & Assessment)

  • Evidence-based oral language program developed from decades of research in collaboration with teachers
  • Available for whole class, small group, and one-to-one instruction for ages 4 to 7

 

Oral Language Is the Science of Reading

 

Supporting oral language in schools is not an add-on. It is the foundation. When schools screen for language risk, train educators to recognize language difficulties, and embed language development intentionally across all tiers of instruction, students are better positioned to succeed as readers, learners, and communicators.

There is no Science of Reading without the Science of Language.

 

References


Adlof, S. M., Catts, H. W., & Lee, J. (2019). Measuring language development to inform literacy instruction and intervention for school-age children. Policy Insights from the Behavioral and Brain Sciences, 6(2), 210–217. https://doi.org/10.1177/2372732219839075

Adlof, H., & Hogan, T. P. (2018). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in
Schools, 49(4), 762–773. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0049 

Bridges, M. S., Curran, M., Neal, C., Piasta, S., Fleming, K., & Hogan, T. (2023). Adapting curricula for children with language comprehension deficits. Language, Speech, and Hearing Services in Schools, 54(4), 1066–1079. https://doi.org/10.1044/2023_lshss-22-00189 

Catts, H. W., & Petscher, Y. (2022). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, 55(3), 171–184.  https://doi.org/10.1177/00222194211037062

Donolato, E., Toffalini, E., Rogde, K., Nordahl-Hansen, A., Lervåg, A., Norbury, C., & Melby-Lervåg, M. (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell Systematic Reviews, 19(4), e1368. https://doi.org/10.1002/cl2.1368 

Gaab, N., & Duggan, N. (2024). Leveraging brain science for impactful advocacy and policymaking: The synergistic partnership between developmental cognitive neuroscientists and a parent-led grassroots movement to drive dyslexia prevention policy and legislation. Developmental Cognitive Neuroscience, 66, 101376. https://doi.org/10.1016/j.dcn.2024.101376 

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.  https://doi.org/10.1177/074193258600700104

McGregor, K. K. (2020). How we fail children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 51(4), 981–992. https://doi.org/10.1044/2020_LSHSS-20-00003 

McGregor, K. K., Goffman, L., Owen Van Horne, A., Hogan, T. P., & Finestack, L. H. (2020). Developmental language disorder: Applications for advocacy, research, and clinical service. Perspectives of the ASHA Special Interest Groups, 5(1), 38–46. https://doi.org/10.1044/2019_PERSP-19-00083 

Neumann, K., Kauschke, C., Fox-Boyer, A., Lüke, C., Sallat, S., & Kiese-Himmel, C. (2024). Clinical practice guideline: Interventions for developmental language delay and disorders. Deutsches Arzteblatt International, 121(5), 155–162. https://doi.org/10.3238/arztebl.m2024.0004 

Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257. https://doi.org/10.1111/jcpp.12573

OxEd & Assessment (n.d.-a). LanguageScreen. Retrieved March 13, 2026, from https://oxedandassessment.com/languagescreen/

OxEd & Assessment. (n.d.-b). LanguageScreen user guide. Retrieved March 13, 2026, from https://media.oxedandassessment.com/assets/LanguageScreen_User_Guide.pdf

OxEd & Assessment. (n.d.-c). The TEL Ted Program. Retrieved March 13, 2026, from https://oxedandassessment.com/us/tel-ted/

Peñaherrera, E., Balboa-Castells, R., Rubab, S., Igualada, A., Sanz-Torrent, M., & Andreu, L. (2025). Effects of a multitiered system of language support on preliteracy abilities in kindergarten children with developmental language disorder. Journal of Speech, Language and Hearing Research, 68(11), 5523–5542. https://doi.org/10.1044/2025_JSLHR-25-00211

Sanfilippo, J., Ness, M., Petscher, Y., Rappaport, L., Zuckerman, B., & Gaab, N. (2020). Reintroducing dyslexia: Early identification and implications for pediatric  practice. Pediatrics, 146(1), e20193046. https://doi.org/10.1542/peds.2019-3046 

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson  (Eds.), Handbook of early literacy research (pp. 97–110). Guilford Press.

Snow, P. C. (2020). SOLAR: The science of language and reading. Child Language Teaching and Therapy, 37(3), 222–233.  https://doi.org/10.1177/0265659020947817

Snowling, M. J., Hayiou-Thomas, M. E., Nash, H. M., & Hulme, C. (2020). Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry, 61(6), 672–680. https://doi.org/10.1111/jcpp.13140 

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