Department of Family and Social Medicine, Rose F. Kennedy CERC at Montefiore Medical Center, The University Hospital for Albert Einstein College of Medicine (K Bonuck), Bronx, NY.
Program in Speech-Language-Hearing Sciences, The Graduate School and Graduate School of the City of New York (V Shafer).
Acad Pediatr. 2022 May-Jun;22(4):518-525. doi: 10.1016/j.acap.2021.12.002. Epub 2021 Dec 8.
Developmental language disorder (DLD) often remains undetected until children shift from 'learning to read' to 'reading to learn,' around 9 years of age. Mono- and bilingual children with DLD frequently have co-occurring reading, attention, and related difficulties, compared to children with typical language development (TLD). Data for mono- and bilingual children with DLD and TLD would aid differentiation of language differences versus disorders in bilingual children.
We conducted a scoping review of descriptive research on mono-and bilingual children < and >= 9 years old with DLD versus TLD, and related skills (auditory processing, attention, cognition, executive function, and reading).
We searched PubMed for the terms "bilingual" and "language disorders" or "impairment" and "child[ren]" from August 1, 1979 through October 1, 2018.
Two abstracters charted all search results. Main exclusions were: secondary data/reviews, special populations, intervention studies, and case studies/series. Abstracted data included age, related skills measures', and four language groups of participants: monolingual DLD, monolingual TLD, bilingual DLD, and bilingual TLD.
Of 366 articles, 159 (43%) met inclusion criteria. Relatively few (14%, n = 22) included all 4 language groups, co-occurring difficulties other than nonverbal intelligence (n = 49, 31%) or reading (n = 51, 32%) or any 9-18 year-olds (31%, n = 48). Just 5 (3%) included only 9-18 year-olds. Among studies with any 9 to 18 year olds, just 4 (8%, 4/48) included 4 language groups.
Future research should include mono- and bilingual children with both DLD and TLD, beyond 8 years of age, along with data about their related skills.
发育性语言障碍（DLD）通常在儿童从 9 岁左右的“学习阅读”转变为“阅读学习”时才被发现。与具有典型语言发育（TLD）的儿童相比，患有 DLD 的单语和双语儿童经常同时存在阅读、注意力和相关困难。有 DLD 和 TLD 的单语和双语儿童的数据将有助于区分双语儿童的语言差异与障碍。
我们对 9 岁及以上患有 DLD 和 TLD 的单语和双语儿童以及相关技能（听觉处理、注意力、认知、执行功能和阅读）的描述性研究进行了范围界定审查。
我们在 PubMed 上搜索了 1979 年 8 月 1 日至 2018 年 10 月 1 日期间的术语“双语”和“语言障碍”或“障碍”和“儿童[年龄]”。
两名摘要员对所有搜索结果进行了图表记录。主要排除项为：二次数据/综述、特殊人群、干预研究和病例研究/系列。摘要记录的数据包括年龄、相关技能测量值以及参与者的四个语言组：单语 DLD、单语 TLD、双语 DLD 和双语 TLD。
在 366 篇文章中，有 159 篇（43%）符合纳入标准。相对较少的研究（14%，n=22）包括了所有 4 个语言组，除了非言语智力（n=49，31%）或阅读（n=51，32%）之外还同时存在其他共患困难，或包含任何 9-18 岁的儿童（31%，n=48）。只有 5 项（3%）仅包含 9-18 岁的儿童。在包含任何 9 至 18 岁儿童的研究中，只有 4 项（8%，4/48）包含了 4 个语言组。
未来的研究应包括 9 岁及以上患有 DLD 和 TLD 的单语和双语儿童，以及他们相关技能的数据。
