A Systematic Review of the Academic Achievement of Primary and Secondary School-Aged Students with Developmental Language Disorder

Autor/inn/en	Ziegenfusz, Shaun; Paynter, Jessica; Flückiger, Beverley; Westerveld, Marleen F.
Titel	A Systematic Review of the Academic Achievement of Primary and Secondary School-Aged Students with Developmental Language Disorder
Quelle	In: Autism & Developmental Language Impairments, 7 (2022), (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ziegenfusz, Shaun) ORCID (Paynter, Jessica) ORCID (Westerveld, Marleen F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/23969415221099397
Schlagwörter	Elementary School Students; Secondary School Students; Academic Achievement; Language Impairments; Developmental Delays; Oral Language; Foreign Countries; Spelling; Writing Skills; Reading Skills; Speech Skills; North America; Europe; Latin America + Suchen Sie Ihr Suchwort? Sekundarschüler; Schulleistung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Schreibweise; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Mündliche Leistung; Sprachfertigkeit; Nordamerika; Europa; Lateinamerika
Abstract	Background and aims: The ability to communicate is a fundamental skill required to participate in school. Students with Developmental Language Disorder (DLD) have persistent and significant language difficulties that impact daily functioning. However, the impact of DLD on the academic achievement of primary and secondary school-aged students has received limited attention. Methods: A systematic review of the empirical research published between 2008 and 2020 was undertaken to identify studies that have examined the academic achievement of school-aged students with DLD within curriculum areas. A total of 44 studies were identified that met inclusion criteria for review. Results: Students with DLD demonstrated difficulties with academic achievement across all measured curriculum areas compared to their typically developing peers. Most studies focused on literacy skills, including reading, spelling, writing and narratives. Conclusions and implications: The performance of students with DLD was heterogeneous with individual students demonstrating relative strengths in some areas of academic achievement. The implications of these results for educational practices and future research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01