Journal of Communication Disorders最新文献

{"title":"Tracking aural (Re)habilitation outcomes with the mandarin auditory skills checklist: Normative data and clinical insights","authors":"Yi-ping Chang ,&nbsp;Hsuan-Mei Hong ,&nbsp;Shu-Ting Chang ,&nbsp;Pei-Hua Chen","doi":"10.1016/j.jcomdis.2026.106616","DOIUrl":"10.1016/j.jcomdis.2026.106616","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to establish a clinically robust and time-efficient tool for tracking auditory development in young children undergoing early intervention. By building upon the Auditory Skills Checklist (ASC), the study introduced a validated short form (ASC-SF), developed age-based norms, and demonstrated its real-world applicability using large-scale data from Mandarin-speaking children. While adapted for a specific linguistic context, the tool’s design and methodology are broadly transferable and relevant to pediatric audiology across diverse populations.</div></div><div><h3>Methods</h3><div>The Mandarin ASC and ASC-SF were respectively administered to 520 children with normal hearing (NH) aged 0–78 months, and 357 children with hearing loss (HL) aged 8–78 months receiving auditory-verbal (AV) therapy. Psychometric evaluation included internal consistency, test-retest reliability, and criterion-related validity with the Parent’s Evaluation of Aural/Oral Performance of Children (PEACH) scale. Normative curves were derived using a logistic function fitted to parent-reported ASC scores from NH children. Large-scale cross-sectional data using the ASC-SF were analyzed to track developmental outcomes in children with HL by both chronological age and duration of intervention. Case studies were also included to demonstrate how ASC results can guide individualized goal setting and intervention adjustment.</div></div><div><h3>Results</h3><div>The Mandarin ASC demonstrated excellent internal consistency (Cronbach’s α = 0.97) and test-retest reliability (<em>r</em> = 0.97, <em>p</em> &lt; 0.00001). Criterion validity was strong with PEACH scores (<em>r</em> = 0.94, <em>p</em> &lt; 0.00001). Normative data showed age-related increases in auditory skills, with median scores reaching 93% by age four. Among children with HL, approximately 70% achieved comparable auditory skills to their NH peers by age two, 80% by age four, and 90% by age six. Based on AV intervention duration, over 80% reached age-appropriate auditory skills after two years, and over 90% after four years. Subscale analyses and case studies further demonstrated how the ASC framework supports individualized progress monitoring and clinical decision-making.</div></div><div><h3>Conclusion</h3><div>The Mandarin ASC is a valid, reliable, and clinically valuable tool for tracking auditory development in Mandarin-speaking children. The ASC-SF extends its practicality by enabling efficient routine follow-up in large clinical populations. With age-specific norms, case-based interpretation, and flexible formats, the ASC provides a robust framework for evaluating intervention outcomes, setting personalized goals, and communicating progress with families in pediatric audiology and aural (re)habilitation.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"120 ","pages":"Article 106616"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146031260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A multicultural perspective of stuttering in the workplace","authors":"Angela M. Medina ,&nbsp;Monica L. Johnson ,&nbsp;Kristina E. Bonfield ,&nbsp;Madison O. Irvine ,&nbsp;Maria K. Nadal","doi":"10.1016/j.jcomdis.2026.106628","DOIUrl":"10.1016/j.jcomdis.2026.106628","url":null,"abstract":"<div><h3>Purpose</h3><div>It is well-documented that people who stutter face inequities and discrimination in the workplace; however, there exists a gap in the literature regarding what the workplace is like for people who stutter with intersecting, marginalized identities. The purpose of this qualitative study was to describe the workplace experiences of culturally diverse people who stutter (CDPWS) through the lens of the intersectional ecological framework.</div></div><div><h3>Methods</h3><div>Qualitative methods were adopted for the collection and analysis of data. The seven participants in this study completed an online questionnaire and participated in a semi-structured focus group. Transcripts generated from the focus group were investigated using thematic analysis procedures.</div></div><div><h3>Results</h3><div>The data gave rise to five major themes as well as multiple subthemes: (1) Disclosure at work, (2) Career-specific challenges, (3) Motivations for choosing career, (4) Intersectionality, and (5) Roles of others in the workplace.</div></div><div><h3>Conclusion</h3><div>This study offers a novel view of the workplace experiences of CDPWS by adopting qualitative methods and using the intersectional ecological framework to enhance thematic analysis findings. While the workplace-based concerns revealed in this study are similar to those described in previous literature, a major difference was the sentiment that CDPWS bring two types of “baggage” to their jobs, their stuttering and their race/ethnicity. The findings of this study have clinical implications for the imperativeness of having open conversations with clients about the identities that intersect with their stuttering and how this impacts them in different aspects of their lives, including the workplace.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"120 ","pages":"Article 106628"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146030349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing the performance of bilingual children with developmental language disorder and typical development on sentence repetition: A systematic review","authors":"Seow Li Ang ,&nbsp;Alicia Yue Hwa Lee ,&nbsp;Mary Lay Choo Lee ,&nbsp;Wei Ping Sze","doi":"10.1016/j.jcomdis.2025.106614","DOIUrl":"10.1016/j.jcomdis.2025.106614","url":null,"abstract":"<div><h3>Purpose</h3><div>Over the past decade, researchers have compared the performance of bilingual children with developmental language disorder (DLD) to those with typical development (TD), using the Sentence Repetition Task (SRT) to assess language abilities. Understanding the differences in their performance on the SRT is crucial for future assessment, intervention and research. This systematic review compares the performance of bilingual children with DLD against those with TD on their first (L1) and second (L2) language SRT results. It also investigates the impact of participant-related variables (e.g., scores on receptive vocabulary tasks) on the results.</div></div><div><h3>Method</h3><div>A systematic search of eight electronic databases (PubMed, Scopus, PsycINFO, CINAHL, LLBA, ERIC, Embase and Dissertations and Theses) yielded 3204 records. Studies assessing bilingual children with TD and DLD on the SRT were included. Risk of bias was assessed using the modified Cochrane Risk Of Bias Assessment Tool for Non-Randomized Studies of Interventions.</div></div><div><h3>Results</h3><div>After screening, 15 studies met the eligibility criteria. Eight studies reported on L1 performance and 13 studies reported on L2 performance. All eight L1 studies and 12 of the L2 studies showed that the performance of bilingual children with DLD was significantly weaker than that of TD children on the SRTs. Data suggested that working memory (represented by nonword repetition scores) and receptive vocabulary might influence participants’ performance.</div></div><div><h3>Conclusions</h3><div>This review suggests that the performance of bilingual children with DLD is significantly weaker than those with TD on both L1 and L2 SRTs. There is preliminary evidence from a small number of studies examining participant-related variables that weaker working memory and receptive vocabulary may underlie poorer SRT performance in bilingual children with DLD.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"120 ","pages":"Article 106614"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145915148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feeling excluded in financial environments: Challenges and strategies to promote financial inclusion for adults with post-stroke communication disabilities","authors":"Elaheh Keshavarz ,&nbsp;Nancy Hansen ,&nbsp;Jerry Buckland ,&nbsp;Lisa Engel","doi":"10.1016/j.jcomdis.2025.106595","DOIUrl":"10.1016/j.jcomdis.2025.106595","url":null,"abstract":"<div><h3>Introduction</h3><div>Participating in financial environments may be challenging for people with stroke due to the communication disabilities they may experience. Understanding the experiences of adults with stroke-related communication disabilities in financial environments could help to identify strategies to improve their participation and performance. This study aimed to explore the experiences and potential challenges of people with post-stroke communication disabilities in financial environments, and introduce strategies for improving financial participation.</div></div><div><h3>Method</h3><div>Four adults, three being women, from Manitoba with stroke-related speech and language disabilities participated in individual interviews for this qualitative descriptive research study. The data were analyzed using thematic analysis.</div></div><div><h3>Results</h3><div>Four themes and three subthemes were developed, highlighting that post-stroke communication disabilities often lead to financial exclusion due to external factors like institutional structures and social environments. Ableism, reflected in others' attitudes or behaviors, may have also impacted financial inclusion and participation. However, participants suggested strategies to improve financial participation and inclusion of people with stroke-related communication disabilities.</div></div><div><h3>Conclusion</h3><div>This study adds to the growing area of speech-language pathology practice and research related to critical disability theory. Clinicians need to be aware that environments, including financial environments, have a key influence on the participation of people with post-stroke communication disabilities. Future studies should examine policies and practices in financial environments for people with stroke-related communication disabilities to improve their social inclusion.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106595"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145594644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Storytelling and retelling in students with hearing loss–A comparison between tasks with special consideration of referential elements","authors":"Lara Hardebeck ,&nbsp;Ulla Licandro ,&nbsp;Paula Bartsch ,&nbsp;Esther Ruigendijk","doi":"10.1016/j.jcomdis.2025.106613","DOIUrl":"10.1016/j.jcomdis.2025.106613","url":null,"abstract":"<div><h3>Purpose</h3><div>Narratives are a fundamental aspect of human communication and they play a critical role in academic success for school-aged children. This study aims to examine the oral narrative skills of German-speaking students with hearing loss who attend inclusive schools, with a particular focus on comparing their abilities in a storytelling and retelling task. Additionally, the study investigates the use of referential elements and functions, and explores the relationship between spoken narrative skills, receptive vocabulary, and phonological working memory to identify factors associated with oral narrative performance.</div></div><div><h3>Methods</h3><div>The sample consisted of 25 students with hearing loss (<em>M</em> = 11;0 years), who completed a standardized storytelling and retelling task, alongside assessments of receptive vocabulary and phonological working memory. Data were analyzed for both macro- and microstructure, as well as referential elements and functions. Correlational analyses were conducted to examine the relationships between narrative skills, receptive vocabulary, and phonological working memory.</div></div><div><h3>Results</h3><div>Students performed better on the retelling task compared the storytelling task in both macro- and microstructural elements. In their narratives, students predominantly used indefinite and definite noun phrases for character introductions, pronouns for maintaining references, and definite noun phrases for reintroductions. Receptive vocabulary correlated with comprehension questions in storytelling, but not with other narrative parameters.</div></div><div><h3>Conclusion</h3><div>Different narrative tasks place distinct linguistic demands on students with hearing loss. Retelling tasks provide a more structured method for assessing narrative skills, while storytelling tasks offer a deeper insight into more complex narrative construction. In addition, receptive vocabulary appears to be relevant for macrostructural skills in the storytelling task.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106613"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Insights into the multi-factorial nature of reading difficulties: exploring phonological, visual, and attentional challenges in children","authors":"Martina Mancarella ,&nbsp;Jan Wouters ,&nbsp;Andrea Facoetti ,&nbsp;Pol Ghesquière","doi":"10.1016/j.jcomdis.2025.106606","DOIUrl":"10.1016/j.jcomdis.2025.106606","url":null,"abstract":"<div><div>This study investigates the interaction of auditory, visual, and attentional processing differences in children with and without reading difficulties, challenging the traditional view of developmental dyslexia (DD) as solely a phonological disorder. We examined multiple theoretical frameworks, including attentional processing, temporal processing, and noise exclusion theories, to provide a comprehensive understanding of cognitive challenges associated with DD. Ninety-seven Dutch-speaking children were assessed on tasks measuring reading, phonological and orthographic skills, as well as auditory and visual sensory-perceptual and attentional processing. Participants were categorised as Typical or Poor Readers based on standardised reading performance. Significant group differences emerged only in reading-related tasks (i.e., rapid naming, phoneme deletion, orthographic processing and the perception of text in noise). However, individual-level and dimensional analyses revealed a more complex picture. Individual deviance analysis revealed that while a subsample of poor readers exhibited no sensory-perceptual and attentional impairments, some showed selective difficulties in temporal, attentional, or noise exclusion tasks, underscoring the heterogeneity of their cognitive profiles. Principal component analysis identified four cognitive components: (i) reading-related skills and IQ in which phonological and orthographic processing are involved; (ii) rapid naming and visual temporal processing; (iii) multi-sensory sluggish attentional shifting involving phonological awareness; and (iv) multi-sensory cognitive control. Interestingly, regression analyses showed that visual temporal processing uniquely predicted reading and spelling, beyond phonological and orthographical skills. Mediation analysis further revealed that visual temporal processing influenced reading skill via rapid naming. These insights support a multi-factorial view of DD, emphasising the necessity for individualised interventions targeting varied and interacting cognitive difficulties.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106606"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145685353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Voice changes during dual task walking in Parkinson’s disease","authors":"Yi-Fang Chiu ,&nbsp;Jason K. Longhurst ,&nbsp;Annalise R. Fletcher ,&nbsp;Travis Loux","doi":"10.1016/j.jcomdis.2025.106615","DOIUrl":"10.1016/j.jcomdis.2025.106615","url":null,"abstract":"<div><h3>Purpose</h3><div>Concurrent talking and walking are integral to everyday life. This study aimed to examine how dual task walking involving spontaneous speech affects phonatory and gait parameters in individuals with Parkinson’s disease (PD).</div></div><div><h3>Method</h3><div>Thirty-six individuals with PD and 11 healthy older adults (HOA) participated in the study. Participants completed dual tasks which consisted of producing monologues along with a simple gait (i.e., straight-line walking) and a complex gait (i.e., walking with turning and obstacle avoidance). Sound pressure level (SPL) and fundamental frequency (F0) were analyzed from the monologues. Gait variables included velocity, stride length, and enhanced gait variability index (eGVI). Multilevel linear models were performed to determine the effects of group and conditions on phonatory and gait measures.</div></div><div><h3>Results</h3><div>Both groups exhibited similar patterns of increased mean SPL and F0 in dual task conditions compared to single task speaking. The PD group, however, showed greater declines in gait velocity and stride length during dual tasking particularly in the complex gait condition.</div></div><div><h3>Conclusion</h3><div>Individuals with PD demonstrated comparable dual task intensity increase to HOA, albeit at the expense of gait metrics of slower walking and smaller steps. This suggests a task prioritization pattern of favoring vocal output in PD during concurrent walking tasks. Individual factors of motor symptoms and balance control appear to moderate the positive voice dual task effects.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106615"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145913630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translation and validation of the persian version of the acceptance and action questionnaire-managing child hearing loss (AAQ-MCHL)","authors":"Sadegh Jafarzadeh ,&nbsp;Jamshid Jamali","doi":"10.1016/j.jcomdis.2025.106612","DOIUrl":"10.1016/j.jcomdis.2025.106612","url":null,"abstract":"<div><h3>Background</h3><div>Psychological acceptance plays a critical role in how parents cope with their child's hearing loss, influencing their emotional well-being and management strategies. The Acceptance and Action Questionnaire-Managing Child Hearing Loss (AAQ-MCHL) is a psychometric scale designed to assess this construct.</div></div><div><h3>Purpose</h3><div>This study aimed to translate, culturally adapt, and validate the Persian version of the AAQ-MCHL for use among Iranian parents.</div></div><div><h3>Method</h3><div>This psychometric validation study comprised two main phases: Translation and Cultural Adaptation, followed by Psychometric Evaluation. The AAQ-MCHL underwent standard forward–backward translation by bilingual experts, followed by synthesis and review by an expert panel to ensure linguistic and cultural relevance. For psychometric evaluation, parents of children with hearing loss in Mashhad, Iran, were recruited. Validity was assessed via face validity (impact scores) with 10 parents, content validity (Content Validity Ratio [CVR], Content Validity Index [CVI]) with 10 experts, and construct validity through Confirmatory Factor Analysis (CFA) with 200 parents (response rate: 96.5 %). Reliability was evaluated via internal consistency (Cronbach’s alpha) and test–retest reliability (Intraclass Correlation Coefficient [ICC]) with 30 parents. Items with low factor loadings (&lt;0.40) were removed during refinement. Statistical analyses were conducted using SPSS and AMOS.</div></div><div><h3>Results</h3><div>The final six-item version demonstrated good internal consistency (α=0.767) and excellent test-retest reliability (ICC=0.914). CFA confirmed acceptable model fit after removing items 3 and 6, which had low factor loadings. Impact scores and content validity indices supported the face and content validity of the remaining items.</div></div><div><h3>Conclusions</h3><div>The Persian version of the AAQ-MCHL is a valid and reliable questionnaire for assessing parental acceptance of childhood hearing loss in Iran. The item deletion underscores the influence of cultural factors on measurement; hence, future studies should focus on refining culturally sensitive items. This tool provides a foundation for supporting psychological interventions aimed at enhancing parental coping mechanisms.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106612"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of exposure to additional languages and cognitive factors on narrative macrostructure in autistic and neurotypical children","authors":"Pauline Wolfer ,&nbsp;Freideriki Tselekidou ,&nbsp;Franziska Baumeister ,&nbsp;Natalia Gagarina ,&nbsp;Stephanie Durrleman","doi":"10.1016/j.jcomdis.2025.106611","DOIUrl":"10.1016/j.jcomdis.2025.106611","url":null,"abstract":"<div><div>This study adopts a twofold approach to examine how bilingual exposure and (socio-)cognitive factors influence narrative macrostructure in children. First, it investigated the impact of <em>Exposure to Additional Languages</em> (EtAL) on the narrative macrostructure of 90 autistic and 168 neurotypical children (ages 5–12), tested in their most proficient language, either English, French, (Swiss-)German, Italian or Spanish. Macrostructure was assessed through story structure, story complexity, and the production of Internal State Terms (IST), using a series of generalized mixed effects models controlling for age, sex, language skills, and non-verbal IQ. Among neurotypical children, greater EtAL predicted better story structure compared to peers with lower EtAL. No such effect was found in autistic children, suggesting that the potential benefits of EtAL may not extend equally across populations. Additionally, EtAL did not predict story complexity or IST-use in either group. Second, the study investigated the impact of Theory of Mind (ToM), working memory (WM), and metalinguistic awareness (MA) on macrostructure. While ToM and WM showed no significant effects, MA positively predicted story structure across groups. Findings indicate that dimensions of narrative macrostructure may benefit from exposure to multiple languages and MA, especially in neurotypical children. Results further support that, despite advice being provided to families of children with autism to abandon bilingualism, bilingual exposure is not detrimental to the communicative development of autistic children. Leveraging a large, neurodiverse sample and a continuous, hypothesis-driven measure of bilingualism, this study provides generalizable insights into how bilingualism and (socio-)cognitive factors influence narrative development across neurodiverse populations.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106611"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading comprehension intervention in populations with developmental language disorder: A scoping review","authors":"Joseph Hin Yan Lam ,&nbsp;Jiali Wang ,&nbsp;Amy S. Pratt ,&nbsp;Elizabeth D. Peña","doi":"10.1016/j.jcomdis.2025.106608","DOIUrl":"10.1016/j.jcomdis.2025.106608","url":null,"abstract":"<div><h3>Purpose</h3><div>Approximately 25–50 % of children with developmental language disorder (DLD) demonstrate difficulties in reading comprehension, which are associated with difficulty in language learning. Given the high likelihood that children with DLD will experience difficulties in reading comprehension, it is important to examine the effectiveness of interventions that target these challenges. The purpose of this study is to conduct a scoping review of the literature on reading comprehension interventions in populations with DLD to synthesize the existing literature and highlight knowledge gaps in supporting reading comprehension in this population.</div></div><div><h3>Methods</h3><div>The five-step framework for scoping reviews described by Arksey and O'Malley (2005) was adopted to identify and evaluate literature focused on reading comprehension interventions for populations with DLD. Twenty-four studies met the inclusion criteria, with five randomized controlled trials, 12 group comparison studies, and seven single case studies or reports.</div></div><div><h3>Results</h3><div>Identified interventions were aligned with the Active View of Reading (Duke &amp; Cartwright, 2021), targeting active self-regulation, word recognition, bridging processes, and extended discourse. The majority of the included studies reported improvements in reading comprehension. All studies targeting vocabulary knowledge and morphological awareness found significant positive gains. However, several validity concerns emerged in the included studies, such as high variability in the intervention dosage and intensity and a lack of diversity in measurement methods. These issues could hinder the translation of the findings into clinical practice.</div></div><div><h3>Conclusion</h3><div>The current review reveals several gaps: (1) underrepresentation of multilingual children with DLD and children speaking languages other than English as a first language; (2) insufficient examination of children with DLD’s performance across various genres and question types; and (3) a lack of understanding of optimal intervention dosage for reading comprehension intervention in this population.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106608"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145769760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}