Pragmatic Skills in School-Age Children With Primary Language Impairment and Language-Learning Disabilities: A Scoping Review

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Literacy Instruction Innovation in Special Education (Table 21)

Abstract

We conducted a scoping review to map the available research describing pragmatic skills development and problems in school-age children with primary language impairments and children with LLD. A total of 112 reports were included. Many studies were published in communication disorders journals between 2000-2019, targeted K-12 children with DLD, and compared them with typically developing peers using a group comparison research design. Most studies had fewer than 25 participants in the target group. Most study participants were boys, were Caucasian, and from middle- to upper-income families. Most studies used multiple outcomes measures, including 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.

Authors

• Gary A. Troia, Michigan State University

• Lauren Hennenfent, Michigan State University

• Mei Shen, California State University - Sacramento