Shaun Ziegenfusz|Jessica Paynter|Bev Flückiger|Marleen F. Westerveld
A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder
Griffith University|Griffith University|Griffith University|Griffith University
background aims ability communicate fundamental skill required participate school students developmental language disorder dld persistent significant language difficulties impact daily functioning however impact dld academic achievement primary secondary schoolaged students received limited attention methods systematic review empirical research published 2008 2020 undertaken identify studies examined academic achievement schoolaged students dld within curriculum areas total 44 studies identified met inclusion criteria review results students dld demonstrated difficulties academic achievement across measured curriculum areas compared typically developing peers studies focused literacy skills including reading spelling writing narratives conclusions implications performance students dld heterogeneous individual students demonstrating relative strengths areas academic achievement implications results educational practices future research discussed