Knowledge mapping of Specific Language Impairment in children: A bibliometric analysis (2010-2024)

Specific Language Impairment (SLI), increasingly termed Developmental Language Disorder (DLD), affects 7-10% of children worldwide. Despite expanding research, no comprehensive bibliometric analysis has systematically examined this field's evolution.

We analyzed 4,966 SLI/DLD-related publications (2010-2024) from the Web of Science Core Collection using VOSviewer, CiteSpace, and bibliometrix to assess publication trends, collaboration networks, citation patterns, and research themes.

Publication output increased 256% over the study period, with the United States (41.1%) and England (13.1%) dominating contributions. The University of Toronto, University of Melbourne, and University College London emerged as leading institutions. The Journal of Speech, Language, and Hearing Research(JSLHR) was most influential. Research evolved through three phases: linguistic components (2012-2016), neurodevelopmental mechanisms (2016-2020), and holistic therapies (2020-2024). Key themes included methodological frameworks, comorbidities with neurodevelopmental disorders, and intervention strategies.

This first comprehensive bibliometric analysis reveals SLI/DLD research evolving from isolated linguistic investigations toward integrated neurodevelopmental frameworks and therapeutic approaches. The field shows increasing recognition of shared mechanisms across developmental conditions and growing emphasis on early intervention. Our findings highlight critical research directions including expanded international collaboration, cross-disorder research exploring shared neurobiological mechanisms, longitudinal intervention studies, and technology-enhanced assessment methodologies.