The history of pediatric speech and language disorders causing dyslexia is examined primarily by parents and caregivers who provide information about the current pediatric speech, clarity of speech, vocalization status, and fluency of expression, as well as cognitive, social, and behavioral performance. Past circumstances include birth history, developmental history, disease history, and family history. Physical examination General physical examination with attention to abnormalities of the oral organs, such as malocclusion, cleft palate, tongue tie problems, etc. Examination of oral motor function includes the centeredness of the position of the lower jaw, movement of the lips, position and movement of the tongue, rotational movement of the mouth, and vocalization. Behavioral observations Behavioral observations are often obtained during play with the child. Observations include play skills, eye-hand coordination, gross motor skills, attention, spontaneous speech, and communication skills to understand the child’s cognitive level and speech-language abilities. Children with abnormal voice production, unclear speech, or delayed speech should be routinely audiometrically tested with acoustic impedance audiometry, otoacoustic emissions, and brainstem evoked potentials to rule out the effects of hearing impairment on the child’s speech and language. There is a developmental progression in the child’s articulation. Based on this process, the child is evaluated for speech and language. Language Assessment Language assessment includes language comprehension and language expression. Comprehension precedes expression in language development. If a child speaks only a few words, he should in fact know more. When assessing a child’s language comprehension, care should be taken not to give any hints, and situational associations should be avoided. The assessment should be consistent with the child’s overall developmental level. Younger children can be tested with objects or toys, while older children can look at pictures and answer questions to find out if they know vocabulary such as subject, action, orientation, attributes, and so on. 2. Language Expression: In assessing language expression in children, a very important condition is to give the child the opportunity to express himself or herself rather than asking too many questions. Younger children can be induced in a playful situation to observe their ability to express themselves, their fluency in language, etc., and record them. Because speech therapy has not been practiced for a long time in China, there are no complete standardized language assessment tests. However, non-standardized tests and observations can also objectively reflect children’s language level, are more casual and natural in application, and can obtain reliable information, which is more realistic at present.