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ERIC Number: EJ1409713
Record Type: Journal
Publication Date: 2023
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-8294
EISSN: EISSN-1550-3259
Available Date: N/A
Pragmatic Skills in School-Age Children with Primary Language Impairment and Language-Learning Disabilities: A Scoping Review of Research from 1990 to 2022
Gary A. Troia; Lauren Hennenfent; Mei Shen
Topics in Language Disorders, v43 n3 p210-250 2023
We conducted a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-analyses to map the available research describing verbal pragmatic skills development and problems in school-age children with primary language impairments and children with language-learning disabilities. A total of 112 reports met inclusion criteria for our review. Many studies were published in journals focused on communication disorders between the years 2000 and 2019 and targeted K-12 children in the United States or the United Kingdom with developmental language disorder who were most often compared with age-matched typically developing peers using a group comparison research design. Over 60% of the studies had fewer than 25 participants in the target group. Nearly two thirds of study participants were boys, and most were Caucasian from middle- to upper-income families. The majority of studies used multiple outcome measures in data analyses, most often norm-referenced and researcher-designed tests, language sample analysis, and rating scales. A third of studies omitted information about outcome measure reliability and nearly all studies omitted validity data. Several studies are described in detail as examples and a summary of the major findings from the reviewed studies is presented.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A