Researchers in Germany studied 72 children aged 5–10 years with developmental language disorder (DLD)—difficulty understanding or using language—to find out why some struggle more in school than others. They measured how often these children participated in educational activities, and whether having additional challenges like poor motor coordination or visual-perception difficulties made a difference.
The study tracked not just participation, but also how deeply engaged children were when they took part. This matters because Singapore parents often focus on the language piece, without realising something else might be quietly holding their child back.
Multiple challenges pile on, reducing school participation
Children with two or more co-occurring difficulties attended and participated in fewer activities overall than those with only language difficulties. This doesn't mean they're less capable—it means they're accessing fewer opportunities. A child might be present in the classroom but sit out of more lessons or activity types than their peers.
Motor coordination emerges as the strongest barrier
When children struggled with coordination—tasks like writing, running, or fine motor control—their participation frequency dropped noticeably. Visual and behavioural issues didn't show the same effect. This is significant for Singapore schools, where writing, handwriting, and precise motor tasks feature heavily in the primary curriculum.
When they participate, they learn just as well
Here's the encouraging finding: when these children were involved in an activity, their level of engagement matched that of other children. The barrier isn't learning capacity—it's access and frequency. A child who can't hold a pencil isn't less intelligent; they're simply unable to enter that particular activity.
Unlock fuller participation with targeted screening
- Request comprehensive developmental assessment beyond speech therapy alone, specifically including motor coordination screening.
- Work with your child's school to identify which activity types they're missing, then explore practical adaptations to increase access.
- Monitor engagement levels once your child participates—high involvement suggests the learning is happening; focus on frequency, not intensity.