Predictors of Reading Development Among School-Age Bilingual Children With Developmental Language Disorder: A Scoping Review.
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| Title: | Predictors of Reading Development Among School-Age Bilingual Children With Developmental Language Disorder: A Scoping Review. |
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| Authors: | Ramírez, Rica1 rica.ramirez@utsa.edu, Huang, Becky H.2, Salazar, Kimberly3, Eik, Mari3 |
| Source: | Language, Speech & Hearing Services in Schools. Jul2023, Vol. 54 Issue 3, p1020-1033. 14p. 1 Diagram, 2 Charts. |
| Subject Terms: | *Reading disability, *Multilingualism, *Children with disabilities, *Language acquisition, *Children, Reading disability diagnosis, Psychology information storage & retrieval systems, Systematic reviews, Risk assessment, Child development deviations, Early diagnosis, Disease risk factors |
| Abstract: | Purpose: Systematic reviews of bilingual children’s reading development are very limited, and none of which solely focus on predictors of reading difficulties among those with developmental language disorder (DLD). The present scoping review fills an important need by analyzing the recent research literature on the reading outcomes of bilingual children with DLD. Specifically, this study aims to identify predictors of reading difficulties among bilingual children with DLD to improve early identification. Method: The search parameters used in this scoping review included peer-reviewed journal articles written in English from 2000 to 2022 in order to synthesize the most recent empirical work, a focus on early childhood through early adolescent (pre-K to eighth grade) bilinguals with DLD, and research designs that included case study, descriptive, cross-sectional, quasi-experimental, longitudinal, and qualitative methods. Results: The present review yielded nine articles, which all examined the predictive validity of either a measure or task with the ultimate goal of improving early identification of reading difficulties. Significant predictors of reading difficulties, such as rapid naming and blending in first language (L1), were found to aid in identifying bilingual children who have DLD. Conclusions: To conclude, this review demonstrates that this is a highly under-researched topic. To have ended up including only nine articles that fit the criteria of our search reveals a large gap in the research and a limitation of this review. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 164769065 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Predictors of Reading Development Among School-Age Bilingual Children With Developmental Language Disorder: A Scoping Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ramírez%2C+Rica%22">Ramírez, Rica</searchLink><relatesTo>1</relatesTo><i> rica.ramirez@utsa.edu</i><br /><searchLink fieldCode="AR" term="%22Huang%2C+Becky+H%2E%22">Huang, Becky H.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Salazar%2C+Kimberly%22">Salazar, Kimberly</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Eik%2C+Mari%22">Eik, Mari</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2023, Vol. 54 Issue 3, p1020-1033. 14p. 1 Diagram, 2 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+disability+diagnosis%22">Reading disability diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Risk+assessment%22">Risk assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+deviations%22">Child development deviations</searchLink><br /><searchLink fieldCode="DE" term="%22Early+diagnosis%22">Early diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+risk+factors%22">Disease risk factors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Systematic reviews of bilingual children’s reading development are very limited, and none of which solely focus on predictors of reading difficulties among those with developmental language disorder (DLD). The present scoping review fills an important need by analyzing the recent research literature on the reading outcomes of bilingual children with DLD. Specifically, this study aims to identify predictors of reading difficulties among bilingual children with DLD to improve early identification. Method: The search parameters used in this scoping review included peer-reviewed journal articles written in English from 2000 to 2022 in order to synthesize the most recent empirical work, a focus on early childhood through early adolescent (pre-K to eighth grade) bilinguals with DLD, and research designs that included case study, descriptive, cross-sectional, quasi-experimental, longitudinal, and qualitative methods. Results: The present review yielded nine articles, which all examined the predictive validity of either a measure or task with the ultimate goal of improving early identification of reading difficulties. Significant predictors of reading difficulties, such as rapid naming and blending in first language (L1), were found to aid in identifying bilingual children who have DLD. Conclusions: To conclude, this review demonstrates that this is a highly under-researched topic. To have ended up including only nine articles that fit the criteria of our search reveals a large gap in the research and a limitation of this review. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2023_LSHSS-22-00093 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1020 Subjects: – SubjectFull: Reading disability Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Children with disabilities Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Children Type: general – SubjectFull: Reading disability diagnosis Type: general – SubjectFull: Psychology information storage & retrieval systems Type: general – SubjectFull: Systematic reviews Type: general – SubjectFull: Risk assessment Type: general – SubjectFull: Child development deviations Type: general – SubjectFull: Early diagnosis Type: general – SubjectFull: Disease risk factors Type: general Titles: – TitleFull: Predictors of Reading Development Among School-Age Bilingual Children With Developmental Language Disorder: A Scoping Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ramírez, Rica – PersonEntity: Name: NameFull: Huang, Becky H. – PersonEntity: Name: NameFull: Salazar, Kimberly – PersonEntity: Name: NameFull: Eik, Mari IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 54 – Type: issue Value: 3 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
| ResultId | 1 |
