Abstract
Background
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.
Objective
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).
Data Sources
We searched PubMed for the terms “bilingual” and “language disorders” or “impairment”
and “child[ren]” from August 1, 1979 through October 1, 2018.
Charting Methods
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.
Results
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.
Conclusions
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.
Keywords
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Article Info
Publication History
Published online: December 07, 2021
Accepted:
December 2,
2021
Received:
March 30,
2021
Footnotes
The authors have no conflicts of interests to report.
Identification
Copyright
Copyright © 2021 by Academic Pediatric Association
