Are Gender Myths Making It Harder to Diagnose Developmental Language Disorder in Girls?

Researchers in Spain have taken a deeper look at some of the gender-based stereotypes that may be keeping clinicians from accurately identifying developmental language disorder (DLD) in girls. A study published in the Revista Chilena de Fonoaudiología explains that much of the research on language disorders has focused on boys, which means researchers don’t have as much information on how these conditions may present in girls. Gender norms and beliefs may also influence teachers, parents, and clinicians, preventing early referral, diagnosis, and intervention for some girls.  

Disparities in Diagnosis (and Why They Matter) 

Developmental language disorder affects people of all genders, but boys are thought to have a higher risk and are referred for services more often than are girls (Calder et al., 2022). Race, primary language, and family income can also create barriers to diagnosis and interventions, according to researchers (McGregor, 2020).  

DLD can lead to long-term difficulties with speaking, reading, writing, and solving math word problems. Children with DLD may also experience more behavioral, emotional, and social adaptation issues than do children with typical development. The good news is that when DLD is identified, evidence-based interventions can make a difference in many language skills (Rinaldi et al., 2021).  

Cultural Myths That May Influence Diagnosis of DLD in Girls  

Previous studies have documented subtle differences in the early development of language between sexes (Adani et al., 2019). Evidence has shown, however, that DLD occurs at roughly the same rate in boys and girls (Calder et al., 2022).   

Researchers at the Universitat Oberta de Catalunya and the University of Barcelona reviewed available DLD research and compiled a list of stereotypes they say may limit the diagnosis of DLD in girls. The study (Ahufinger et al., 2023) cited deeply rooted myths such as these: 

• Girls are naturally better at communicating and language skills than boys at every phase of development. 
• Boys tend to say what they know, whereas girls are more likely to say what other people want to hear. 
• Girls speak more in private, criticize others, and talk about topics related to their personal lives. Boys, on the other hand, speak publicly and about topics of general interest. 
• In public speech, girls should speak softly, pleasantly, and as little as possible. Boys, by contrast, should speak with confidence, forcefully, and at length.  
• Girls are less likely to use speech to give orders, shout, or interrupt others. Instead, they tend to ask questions, make suggestions, and avoid conflict. Boys are more likely to debate, interrupt, and argue, believing their knowledge to be superior to the knowledge of girls.  
• Girls’ communications are based on opinion or emotion; boys’ on reason and knowledge. 
• Girls communicate with sensitivity toward the feelings of others. Boys speak rationally, to advance their own goals and achievements.  

These myths do not directly reflect the diagnostic criteria for DLD. Still, they may influence how people think about what’s considered “normal” in the development and use of speech in girls and boys. They may also make it less likely for caregivers to seek treatment when they are concerned about a language delay. 

Learn more about early language processes in this infographic.  

Collaboration and Education to Counteract Bias  

To reduce bias in the identification of DLD, researchers recommended better training for clinical and educational professionals to recognize the signs of DLD in children.  They also recommended training on gender roles, norms, and expectations.  

Researchers encourage speech–language pathologists, medical professionals, and educators to collaborate more on the protocols for diagnosing and treating DLD in children (Ahufinger et al., 2023). The aim is to shrink the gaps in research, diagnosis, and treatment—so every child receives needed referrals and the right interventions.  

To learn more about assessment tools to help diagnose language delays and disorders, visit WPS. Or explore the OWLS™-II, CASL®-2, CAPs™, and Arizona™-4 language and speech assessments. 

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