Expressive Language Skills: These skills encompass the use of language including content (language meaning) and form (grammar and syntax). Delays in expressive language development can impact a student's ability to participate in the classroom and to interact with peers and teachers. Students may have difficulty acquiring curriculum vocabulary, asking and answering questions, and retelling stories that they have read or that have been read to them.

Receptive Language Skills: These skills describe language comprehension and include understanding of content and form. Weaknesses in this area may affect a child's ability to follow directions, understanding of common vocabulary as well as curriculum vocabulary, and comprehension of text.

Pragmatic Language Skills: This refers to communication in interactions and include but are not limited to conversational skills and the use and understanding of nonverbal cues. Pragmatic language deficits may be due to difficulty taking another's perspectives. Delays in this area can affect a child's understanding of classroom expectations and rules and may impact their ability to interact with peers and teachers.

Articulation: Articulation refers to the production of speech sounds. Children with articulation delays or disorders have decreased speech intelligibility. Articulation delays and disorders may negatively impact a child's ability to effectively communicate their wants and needs as well as their thought and ideas to family members, teachers, and peers.

Fluency: Fluency is the aspect of speech production that refers to continuity, smoothness, rate, and effort (ASHA Practice Portal). This may also be referred to as "stuttering." Children with difficulties with fluency may have difficulty effectively communicating their thoughts and ideas in some or all of their environments. When a child stutters, his academic performance and social life may be affected: he may hesitate to raise his hand in class, read aloud, or talk with other children in the class.

Voice: A voice disorder is present when a child's voice quality, pitch, and loudness differ or are inappropriate for his or her age or gender (ASHA Practice Portal). Children with voice disorders may have feelings of inferiority about their voice which may limit their participation in class discussions as well as their social interactions.