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Vol. 44. Issue 4.
(October - December 2024)
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Vol. 44. Issue 4.
(October - December 2024)
Review article
Reading comprehension skills in children with language development disorder—Systematic review
Habilidades de comprensión lectora en niños con trastorno del desarrollo del lenguaje. Revisión sistemática
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Tatiane Sbrugnara, Simone Rocha de Vasconcellos Hage
Corresponding author
simonehage@usp.br

Corresponding author.
Universidade de São Paulo – Campus de Bauru, Programa de Pós-Graduação em Fonoaudiologia, Alameda Dr. Octávio Pinheiro Brisolla 9-75, Jardim Brasil, CEP: 17012-901 Bauru (São Paulo), Brazil
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Table 1. Eligible articles.
Table 2. Qualitative analysis of articles.
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Abstract

Children with Developmental Language Disorder (DLD) are at risk for reading problems. Thus, the objective of this study was to assess the scientific evidence available about the reading difficulties of these children.

The systematic review method was used. To answer the research question and design search strategies, the study employed the PRISMA-P – Preferred Reporting Items for Systematic review and Meta-Analysis Protocols checklist. Papers considered eligible were submitted to qualitative analysis by two independent researchers using the Newcastle–Ottawa Scale (NOS). The search retrieved 96,561 articles, bring 29,377 articles from the main databases and 67,184 from the gray literature. After selection, 13 papers were considered eligible.

Children with DLD performed worse in reading comprehension tests when compared to children with typical development; however, considering their individual performance, many do not present difficulties.

Keywords:
Developmental Language Disorder
Literacy delay
Reading comprehension
Resumen

Los niños con trastorno del desarrollo del lenguaje (TDL) corren el riesgo de tener problemas de lectura. Así, el objetivo de este estudio fue valorar la evidencia científica disponible sobre las dificultades lectoras de estos niños.

Se utilizó el método de revisión sistemática. Para responder a la pregunta de investigación y diseñar estrategias de búsqueda, el estudio empleó la lista de verificación Preferred Reporting Items for Systematic review and Meta-Analysis Protocols checklist (PRISMA-P). Los artículos considerados elegibles fueron sometidos a un análisis cualitativo por parte de dos investigadores independientes utilizando la escala de Newcastle-Ottawa (NOS). La búsqueda recuperó 96.561 artículos, 29.377 artículos de las principales bases de datos y 67.184 de la literatura gris. Después de la selección, se consideraron elegibles 13 artículos.

Los niños con TDL obtuvieron peores resultados en las pruebas de comprensión lectora en comparación con los niños con desarrollo típico; sin embargo, considerando su desempeño individual, muchos no presentan dificultades.

Palabras clave:
Trastorno del desarrollo del lenguaje
Retraso en la lectoescritura
Comprensión lectora

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