How well do children who are internationally adopted acquire language? A meta-analysis
Kathleen A Scott1, Jenny A Roberts, Sharon Glennen
1Hofstra University, Hempstead, NY, USA. kathleen.scott@hofstra.edu
Journal of Speech, Language, and Hearing Research : JSLHR
|February 8, 2011
Summary
Internationally adopted children show varied language skills, often with poorer outcomes than peers. Early experiences and language switching can impact their language acquisition, requiring tailored clinical assessment and treatment.
Area of Science:
- Child Development
- Linguistics
- Psychology
Background:
- Internationally adopted children may face unique challenges impacting language development.
- Early life experiences and the transition to a new linguistic environment are critical factors.
Purpose of the Study:
- To systematically examine and meta-analyze the language outcomes of internationally adopted children.
- To determine if early life experiences and language switching hinder language skill acquisition.
Main Methods:
- A systematic literature search of multiple databases and manual searches.
- Inclusion criteria: internationally adopted participants, measurable language outcomes, control/normative groups, and reported effect sizes.
Main Results:
- Internationally adopted children exhibit significant variability in language skills.
- As a group, they tend to have poorer language outcomes compared to control groups.
- Several moderating variables were identified that influence language development.
Conclusions:
- Findings have direct clinical implications for assessing and treating language skills in internationally adopted children.
- Results inform future research directions in the language development of this population.
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