Language Disorders Research on Bilingualism, School-Age, and Related Difficulties: A Scoping Review of Descriptive Studies.
Language Disorders Research on Bilingualism, School-Age, and Related Difficulties: A Scoping Review of Descriptive Studies.
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DOI：
10.1016/j.acap.2021.12.002
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发表时间：
2022-05
影响因子：
3.1
通讯作者：
McGrath, Kathleen
中科院分区：
文献类型：
--
作者：
Bonuck, Karen;Shafer, Valerie;Battino, Risa;Valicenti-McDermott, Rosario Maria;Sussman, Elyse S.;McGrath, Kathleen
发展性语言障碍 (DLD) 通常在儿童 9 岁左右从“学习阅读”转变为“通过阅读来学习”时才被发现。与具有典型语言发展 (TLD) 的儿童相比，患有 DLD 的单语和双语儿童经常同时出现阅读、注意力和相关困难。患有 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和障碍。我们对 9 岁以下单语和双语儿童 DLD 与 TLD 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审查。我们从 1979 年 8 月 1 日到 2018 年 10 月 1 日在 PubMed 上搜索了术语“双语”和“语言障碍”或“损伤”和“儿童”。两位摘要者绘制了所有搜索结果的图表。主要排除是：二手数据/评论、特殊人群、干预研究和案例研究/系列。抽象数据包括年龄、相关技能测量以及参与者的四种语言组：单语 DLD、单语 TLD、双语 DLD 和双语 TLD。在 366 篇文章中，159 篇 (43%) 符合纳入标准。相对较少的人 (14%, n = 22) 包括所有 4 个语言组、除非语言智力 (n = 49, 31%) 或阅读 (n = 51, 32%) 或任何 9-18 岁儿童 (31%, n = 48) 之外同时发生的困难。只有 5 个（3%）仅包括 9-18 岁的人。在针对 9 至 18 岁儿童的研究中，只有 4 项（8%，4/48）包含 4 个语言组。未来的研究应包括 8 岁以上同时患有 DLD 和 TLD 的单语和双语儿童，以及有关他们相关技能的数据。
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.
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影响因子：
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作者：
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发表时间：
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