Researchers estimate that developmental language disorder (DLD) affects up to 7.5% of children around the world, meaning that some of these children are likely already on your caseload. Research into DLD has exploded in the past decade, and every year we publish dozens of articles on the disorder across ASHA’s journals.

In recognition of DLD Awareness Day—which is this Friday, October 16—we’ve collected trending articles published in 2026 below! These articles offer practical insights that you can bring into your school-based practice.

Working With Parents and Caregivers

Short-Term Effects of a Caregiver-Mediated Intervention for Preschoolers at Risk for Developmental Language Disorder: A Randomized Controlled Trial: Maximizing the outcomes of preschool children with DLD involves a variety of interventions to help with receptive and expressive language development. The authors investigated the effectiveness of coaching caregivers via telehealth to help children transition from words to sentences.

Parental Roles in Language Intervention: A Systematic Review: Parental involvement is key to the success of children who are being treated for DLD. Learn to enhance family-centered practice by strengthening adaptive roles and promoting shared decision making.

Identifying DLD in Bilingual Students

Misclassification of Emergent Bilinguals: Diagnostic Profiles and Policy Action for Speech-Language Pathologists: Emerging bilingual students are at risk of being both over- and under-identified for DLD based on their unique linguistic profile. Early speech-language screenings and concrete policy changes can help us ensure that these children get the services they need.

The Diagnostic Value of English Language Sample Measures for Identifying Developmental Language Disorder in Bilingual Children: Language sample analysis may prove to be a naturalistic andculturally sensitive tool to assess DLD in bilingual children. Read about its advantages when working with bilingual children who speak a significant amount of English.

Language, Beliefs, and Academic Progress

Language and False Beliefs of School-Aged Children With Developmental Language Disorder: False beliefs are associated with language abilities in neurotypical children, but there isn’t a clear answer on the relationship between these beliefs and DLD. Authors found that students with DLD had difficulties with false beliefs—an experience that can impact their communication and social interactions.

Key Stakeholder Views on Educational Support and Academic Progress for Students With Developmental Language Disorder: Interviews with key stakeholders show that the connection between educational support and academic progress isn’t always clear for students with DLD. To adequately support these children, we should consider the perspectives of caregivers, teachers, speech-language pathologists (SLPs), and, most important, students themselves.

Together for DLD

The theme of this year’s DLD Awareness Day is “Together for DLD.” We hope that the articles featured above can help you work with other professionals, collaborate with caregivers, and work together with students themselves to help children with DLD succeed.

Please join us in recognizing DLD Awareness Day through education and advocacy. We’re proud of the work that ASHA members do for children with DLD, and we hope you are, too!