Why Dyslexia Assessors Need to Understand Spoken Language – Especially Developmental Language Disorder (DLD)

When most people think of dyslexia, they think of difficulties with reading, spelling, and written expression. But underneath these challenges often lies a deeper issue: how a child understands and uses spoken language. That’s why it is vital for professionals carrying out dyslexia assessments to have a solid grounding in spoken language development, particularly in recognising *Developmental Language Disorder (DLD). The latest framework for identifying and diagnosing dyslexia places greater emphasis on oral language skills. This shift reflects decades of research showing that literacy difficulties do not exist in isolation. Reading and writing are built on a foundation of spoken language: vocabulary, grammar, sentence structure, and narrative skills. If those foundations are shaky, literacy learning is likely to be difficult – even when phonics teaching has been strong. Spoken language and literacy are tightly interwoven: * Phonological awareness – the ability to recognise and manipulate the sounds of words – depends on robust speech and listening skills. * Vocabulary knowledge supports reading comprehension. Without enough words, children can decode text but not understand it. * Syntax and grammar underpin sentence-level understanding and writing. * Narrative skills help children follow stories, summarise information, and structure their own written work. Without exploring spoken language, an assessor might only see the “tip of the iceberg” – the reading and spelling struggles – while missing the broader communication profile. Developmental Language Disorder (DLD) affects around 1 in 14 children. It is a lifelong condition characterised by significant difficulties with understanding and/or using spoken language, not explained by another condition such as hearing loss or intellectual disability. Children with DLD may: * Struggle to learn and retain new vocabulary. * Find complex sentences difficult to understand. * Produce shorter, less grammatical spoken sentences. * Experience word-finding difficulties. * Struggle with storytelling, sequencing, and organising information. These same children are at heightened risk of literacy difficultie, including dyslexia-like profiles. But crucially, the underlying reason is not only phonological. It’s also about language processing. For a dyslexia assessor, recognising the signs of DLD is essential for several reasons: 1. Accurate diagnosis – Distinguishing between a primarily phonological dyslexia profile and a broader language disorder avoids mislabelling. 2. Appropriate recommendations – A child with DLD will need more than just phonics interventions; they may also require speech and language therapy, vocabulary enrichment, and curriculum support. 3. Fair access to support – Identifying DLD ensures children receive the right adjustments in school, EHCPs, and exams. 4. Joined-up working – Assessors who understand spoken language can communicate more effectively with speech and language therapists and educational psychologists. Recognising the interplay between dyslexia and spoken language isn’t just about more accurate assessments. It’s about equity. Many children with DLD have been overlooked in the past, dismissed as “slow to pick up reading” or “not trying hard enough.” By embedding spoken language into dyslexia assessment frameworks, professionals can open the door to earlier identification, targeted support, and better outcomes. Dyslexia assessors who understand spoken language – especially DLD – see the whole child. They move beyond surface-level literacy difficulties to uncover the deeper language needs that drive them. The new framework acknowledges this reality, and children will benefit. Come to see Rebecca at Small Talk, she is a level 7 Dyslexia assessor who understands DLD.