A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder

Ziegenfusz, Shaun; Paynter, Jessica; Flückiger, Beverley; Westerveld, Marleen F.

doi:10.1177/23969415221099397

Cited by 43 publications

(17 citation statements)

References 83 publications

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“…social difficulties) that contribute to anxiety symptoms. Furthermore, comorbidly impaired language and working memory are also likely to affect and even limit social and academic functioning, which in turn would be expected to increase anxiety, particularly in the school context ( Young et al, 2002 ; Gathercole et al, 2004 ; Astle et al, 2019 ; Finning et al, 2019 ; Ziegenfusz et al, 2022 ); indeed, it is known that AHDN children are at greater risk of poor school outcomes ( Bethell et al, 2012 ). However, our results also suggest that anxiety is not a parent-perceived experience for all AHDN children, given 53% of our AHDN sample display low/normal levels of anxiety, and similarly there were some AHDN children who had stronger and more neurotypical working memory and language performances.…”

Section: Discussionmentioning

confidence: 99%

The effect of anxiety on working memory and language abilities in elementary schoolchildren with and without Additional Health and Developmental Needs

Pickering

Parsons²

2022

Front. Psychol.

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Although excessive childhood anxiety is recognised as a significant public health, education and socioeconomic concern, the specific effects of such anxiety on language development and working memory, particularly visual working memory, are relatively unknown. Thus, this study aimed to examine parent-reported trait anxiety, parent-reported functional language (daily communication skills) and clinical measures of non-verbal intelligence, receptive and expressive vocabulary, phonological awareness, and visual and auditory-verbal short-term and working memory in elementary schoolchildren. The final sample included 41 children categorised as Additional Health and Developmental Needs (AHDN) due to medical, neurodevelopmental or educational concerns and 41 age- and IQ-matched neurotypical (NT) children, aged 5- to 9-years. Results showed that 26% of all children in our entire sample (AHDN and NT) experienced moderate, sub-clinical anxiety (as reported by parents), and that AHDN children were 10.5 times more likely to experience high anxiety than the NT group (odds ratio). Parents of AHDN children reported lower functional language in their children than parents of NT children. Cognitive testing indicated that the AHDN group also had poorer visual and auditory-verbal working memory than the NT group. Further, High Anxiety children (drawn from both AHDN and NT groups) showed poorer parent-reported functional language skills, and lower visual and auditory-verbal working memory capacities. Our findings are amongst the first to confirm that the presence of high parent-rated trait anxiety is associated with reduced visual working memory in children, which is consistent with biological and theoretical expectations of the impact of anxiety on visually driven, goal-directed attention and working memory. Our results regarding the high prevalence of sub-clinical anxiety in both ADHD and neurotypical children highlight the need for early assessment of anxiety in all schoolchildren, especially those classified as AHDN.

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Section: Discussionmentioning

confidence: 99%

The effect of anxiety on working memory and language abilities in elementary schoolchildren with and without Additional Health and Developmental Needs

Pickering

Parsons²

2022

Front. Psychol.

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“…Although the latter method incorporates review elements, it focuses on producing a comparable quantified analysis across studies. The systematic review reported here shared 16 studies with Joye et al (2019), 16 studies with Graham et al (2020), and eight studies with Ziegenfusz et al (2022).…”

Section: Rationale For a Systematic Reviewmentioning

confidence: 99%

“…However, two meta-analyses have been conducted, one each for spelling (Joye et al, 2019) and writing (Graham et al, 2020). Furthermore, a systematic review has been performed that included literacy skills as part of a wider review of academic achievement (Ziegenfusz et al, 2022). Joye et al ( k = 32) found, across the studies they analyzed, that children with DLD produced spelling outputs that were poorer than those produced by age-matched peers.…”

Section: Rationale For a Systematic Reviewmentioning

confidence: 99%

Translation and Transcription Processes in the Writing Skills of Children With Developmental Language Disorder

Williams,

Larkin

2023

Topics in Language Disorders

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Children with difficulties in language learning experience considerable problems in writing and spelling. This systematic review explores the research literature that has been conducted with children who have language learning difficulties (developmental language disorder) through the lens of Chenoweth and Hayes' (2003) model of writing. The model proposes that, when writing, ideas are translated into language, are processed through an evaluator/reviser, and then undergo transcription. The results of the systematic review indicate a pattern of delay in the development of translation and transcription processes relative to chronologically age-matched peers. Findings are considered with reference to future directions in research and clinical and educational implications.

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“…For example, children with speech sound disorders show lower academic skills compared to their peers without speech sound disorders, and severity is negatively correlated with reading and spelling abilities ( Bird et al, 1995 ; Webster et al, 1997 ; Lewis et al, 2000 ). Similarly, children with developmental language delay show lower literacy (reading and writing) skills compared to children without developmental language delay ( Ziegenfusz et al, 2022 ). The emphasis on verbal communication skills in the U.S. educational system spotlights the deficits among children with SLDs.…”

Section: Introductionmentioning

confidence: 99%

Speech-language disorder severity, academic success, and socioemotional functioning among multilingual and English children in the United States: The National Survey of Children’s Health

2023

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Research points to negative associations between educational success, socioemotional functioning, and the severity of symptoms in some speech-language disorders (SLDs). Nonetheless, the majority of studies examining SLDs in children have focused on monolinguals. More research is needed to determine whether the scant findings among multilinguals are robust. The present study used parent report data from the U.S. National Survey of Children’s Health (2018 to 2020) to gain a better understanding of the impacts of SLD severity on indicators of academic success and socioemotional functioning among multilingual (n = 255) and English monolingual (n = 5,952) children with SLDs. Tests of between-group differences indicated that multilingual children evidenced more severe SLDs, had lower school engagement, and had lower reports of flourishing than English monolingual children with SLDs. Further, a greater proportion of multilingual children with SLDs missed more school days than English monolinguals. However, multilinguals were less likely to bully others or have been bullied than monolinguals. While the previous between-group differences were statistically significant, they were small (vs ≤ 0.08). Increased SLD severity predicted an increased number of repeated school grades, increased absenteeism, and decreased school engagement, when age and socioeconomic status were controlled. Increased SLD severity also predicted greater difficulty making and keeping friends and decreased flourishing. The effect of SLD severity on being bullied was statistically significant for the monolinguals but not multilinguals. There was a statistically significant interaction for SLD severity and sex for school engagement and difficulty making and keeping friends for monolinguals but not multilinguals. The interactions indicated that school engagement decreased more for females than for males while difficulties making and keeping friends increased more for males than females as one’s SLD severity increased. While some findings were specific to monolinguals, tests of measurement invariance indicated that the same general pattern of relations among the variables were evident across the groups of multilinguals and monolinguals. These final findings can inform the interpretation of the results from both the current and future studies, while the overall findings can inform the development of intervention programs, thereby improving the long-term academic and socioemotional outcomes of children with SLDs.

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A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder

Cited by 43 publications

References 83 publications

The effect of anxiety on working memory and language abilities in elementary schoolchildren with and without Additional Health and Developmental Needs

The effect of anxiety on working memory and language abilities in elementary schoolchildren with and without Additional Health and Developmental Needs

Translation and Transcription Processes in the Writing Skills of Children With Developmental Language Disorder

Speech-language disorder severity, academic success, and socioemotional functioning among multilingual and English children in the United States: The National Survey of Children’s Health

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