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Predictors of Reading Development Among School-Age Bilingual Children With Developmental Language Disorder: A Scoping
Rica Ramírez1, Becky H Huang2, Kimberly Salazar3
1Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio.
Language, Speech, and Hearing Services in Schools
|April 14, 2023
Summary
This review identifies key predictors for reading difficulties in bilingual children with developmental language disorder (DLD). Early identification of DLD in these children can be improved by assessing skills like rapid naming and blending in their first language.
Area of Science:
- Child Language Acquisition
- Developmental Psychology
- Educational Psychology
Background:
- Systematic reviews on bilingual children's reading development are scarce.
- Existing reviews do not specifically address predictors of reading difficulties in children with developmental language disorder (DLD).
Purpose of the Study:
- To conduct a scoping review of recent research on reading outcomes for bilingual children with DLD.
- To identify predictors of reading difficulties in this population to enhance early identification strategies.
Main Methods:
- Searched peer-reviewed English articles from 2000-2022.
- Focused on bilingual children (pre-K to 8th grade) with DLD.
- Included various research designs (case study to qualitative).
Main Results:
- Nine articles met the review criteria, all assessing predictive validity for early identification.
- Rapid naming and blending in the first language (L1) emerged as significant predictors of reading difficulties.
- These predictors can aid in identifying bilingual children with DLD.
Conclusions:
- The topic of reading development in bilingual children with DLD is significantly under-researched.
- A substantial gap exists in the literature, with only nine relevant articles identified.
- Further research is needed to improve early identification and support for these children.
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