Karen Bonuck1, Valerie Shafer2, Risa Battino3, Rosario Maria Valicenti-McDermott4, Elyse S Sussman5, Kathleen McGrath6. 1. Department of Family and Social Medicine, Rose F. Kennedy CERC at Montefiore Medical Center, The University Hospital for Albert Einstein College of Medicine (K Bonuck), Bronx, NY. 2. Program in Speech-Language-Hearing Sciences, The Graduate School and Graduate School of the City of New York (V Shafer). 3. Rose F. Kennedy CERC at Montefiore Medical Center, The University Hospital for Albert Einstein College of Medicine (R Battino, K McGrath), Bronx, NY. 4. Department of Pediatrics, Rose F. Kennedy CERC at Montefiore Medical Center, The University Hospital for Albert Einstein College of Medicine (RM Valicenti-McDermott), Bronx, NY. 5. Albert Einstein College of Medicine (ES Sussman), Bronx, NY. 6. Rose F. Kennedy CERC at Montefiore Medical Center, The University Hospital for Albert Einstein College of Medicine (R Battino, K McGrath), Bronx, NY. Electronic address: kathleen.mcgrath@einsteinmed.edu.
Abstract
BACKGROUND: 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. OBJECTIVE: 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). DATA SOURCES: We searched PubMed for the terms "bilingual" and "language disorders" or "impairment" and "child[ren]" from August 1, 1979 through October 1, 2018. CHARTING METHODS: 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. RESULTS: 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. CONCLUSIONS: 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.
BACKGROUND: 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. OBJECTIVE: 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). DATA SOURCES: We searched PubMed for the terms "bilingual" and "language disorders" or "impairment" and "child[ren]" from August 1, 1979 through October 1, 2018. CHARTING METHODS: 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. RESULTS: 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. CONCLUSIONS: 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.
Authors: Genesis D Arizmendi; Mary Alt; Shelley Gray; Tiffany P Hogan; Samuel Green; Nelson Cowan Journal: Lang Speech Hear Serv Sch Date: 2018-07-05 Impact factor: 2.983
Authors: Andrea C Tricco; Erin Lillie; Wasifa Zarin; Kelly K O'Brien; Heather Colquhoun; Danielle Levac; David Moher; Micah D J Peters; Tanya Horsley; Laura Weeks; Susanne Hempel; Elie A Akl; Christine Chang; Jessie McGowan; Lesley Stewart; Lisa Hartling; Adrian Aldcroft; Michael G Wilson; Chantelle Garritty; Simon Lewin; Christina M Godfrey; Marilyn T Macdonald; Etienne V Langlois; Karla Soares-Weiser; Jo Moriarty; Tammy Clifford; Özge Tunçalp; Sharon E Straus Journal: Ann Intern Med Date: 2018-09-04 Impact factor: 25.391
Authors: Dorothy V M Bishop; Margaret J Snowling; Paul A Thompson; Trisha Greenhalgh Journal: J Child Psychol Psychiatry Date: 2017-03-30 Impact factor: 8.982