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Updated: Jun 12, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Effective Whole Class Oral Language Interventions and Strategies for Students with Developmental Language Disorder: A

Rebecca Armstrong¹, Emma Schimke¹, Shaun Ziegenfusz^2,3

¹School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Queensland, Australia.

Autism & Developmental Language Impairments

|June 11, 2026

Summary

This study reviewed interventions for Developmental Language Disorder (DLD), finding evidence-based strategies for whole-class support. However, many online recommendations lack peer-reviewed evidence for classroom effectiveness.

Keywords:

Developmental language disorder education oral language speech pathology teacher

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

Education
Linguistics
Neurodevelopmental Disorders

Background:

Developmental Language Disorder (DLD) affects 2 in 30 students, impacting learning and classroom success.
Effective whole-class interventions and strategies for DLD are under-researched.
Teachers often use online resources for DLD support, but their evidence base is unclear.

Purpose of the Study:

Systematically review peer-reviewed research on whole-class oral language interventions for DLD.
Compare the evidence from peer-reviewed studies with recommendations from online sources.

Main Methods:

Conducted a systematic review of 8 databases for peer-reviewed studies.
Performed a parallel search of internet sources (Google) for non-peer-reviewed recommendations.
Coded and categorized online strategies, comparing them with peer-reviewed evidence.

Main Results:

Eleven peer-reviewed studies showed improvements in oral language, vocabulary, and grammar.
32 internet sources offered strategies, but many lack whole-class effectiveness evidence.
Gaps exist between online recommendations and peer-reviewed evidence for classroom implementation.

Conclusions:

Highlights evidence-based strategies for supporting students with DLD in whole-class settings.
Addresses critical gaps between online advice and scientific evidence.
Emphasizes the need for evidence-informed classroom practices for DLD.