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array:22 [ "pii" => "S0214460324000779" "issn" => "02144603" "doi" => "10.1016/j.rlfa.2024.100504" "estado" => "S300" "fechaPublicacion" => "2024-10-01" "aid" => "100504" "copyright" => "Elsevier España, S.L.U. y Asociación Española de Logopedia, Foniatría y Audiología e Iberoamericana de Fonoaudiología" "copyrightAnyo" => "2024" "documento" => "article" "crossmark" => 1 "subdocumento" => "rev" "cita" => "Rev Logop Fon Audiol. 2024;44:" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:1 [ "total" => 0 ] "itemAnterior" => array:18 [ "pii" => "S0214460324000767" "issn" => "02144603" "doi" => "10.1016/j.rlfa.2024.100503" "estado" => "S300" "fechaPublicacion" => "2024-10-01" "aid" => "100503" "copyright" => "Elsevier España, S.L.U. y Asociación Española de Logopedia, Foniatría y Audiología e Iberoamericana de Fonoaudiología" "documento" => "article" "crossmark" => 1 "subdocumento" => "fla" "cita" => "Rev Logop Fon Audiol. 2024;44:" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:1 [ "total" => 0 ] "es" => array:12 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">ORIGINAL</span>" "titulo" => "Uso de estrategias sintácticas y/o semánticas para la comprensión lectora del alumnado adolescente con sordera" "tienePdf" => "es" "tieneTextoCompleto" => "es" "tieneResumen" => array:2 [ 0 => "es" 1 => "en" ] "titulosAlternativos" => array:1 [ "en" => array:1 [ "titulo" => "Use of syntactic and/or semantic strategies for the reading comprehension of adolescent students with deafness" ] ] "contieneResumen" => array:2 [ "es" => true "en" => true ] "contieneTextoCompleto" => array:1 [ "es" => true ] "contienePdf" => array:1 [ "es" => true ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figura 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 1047 "Ancho" => 1658 "Tamanyo" => 58534 ] ] "descripcion" => array:1 [ "es" => "<p id="spar0070" class="elsevierStyleSimplePara elsevierViewall">Porcentaje de alumnos oyentes para cada uno de los perfiles y subperfiles.</p>" ] ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "Ana Belén Mallén Biel, Jesús Valero García" "autores" => array:2 [ 0 => array:2 [ "nombre" => "Ana Belén" "apellidos" => "Mallén Biel" ] 1 => array:2 [ "nombre" => "Jesús" "apellidos" => "Valero García" ] ] ] ] ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S0214460324000767?idApp=UINPBA00004N" "url" => "/02144603/0000004400000004/v1_202411040543/S0214460324000767/v1_202411040543/es/main.assets" ] "en" => array:19 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Review article</span>" "titulo" => "Reading comprehension skills in children with language development disorder—Systematic review" "tieneTextoCompleto" => true "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "Tatiane Sbrugnara, Simone Rocha de Vasconcellos Hage" "autores" => array:2 [ 0 => array:2 [ "nombre" => "Tatiane" "apellidos" => "Sbrugnara" ] 1 => array:4 [ "nombre" => "Simone" "apellidos" => "Rocha de Vasconcellos Hage" "email" => array:1 [ 0 => "simonehage@usp.br" ] "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">*</span>" "identificador" => "cor0005" ] ] ] ] "afiliaciones" => array:1 [ 0 => array:2 [ "entidad" => "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" "identificador" => "aff0005" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "⁎" "correspondencia" => "Corresponding author." ] ] ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Habilidades de comprensión lectora en niños con trastorno del desarrollo del lenguaje. Revisión sistemática" ] ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0010" "etiqueta" => "Figure 2" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr2.jpeg" "Alto" => 3218 "Ancho" => 3175 "Tamanyo" => 354669 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">Results flowchart.</p>" ] ] ] "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Introduction</span><p id="par0005" class="elsevierStylePara elsevierViewall">The Developmental Language Disorder (DLD) is characterized by persistent difficulties in language acquisition and development, which can manifest in the expression, comprehension, or both. It initiates during the developmental period and cannot be explained by intellectual disorder, global developmental delay, sensory changes, motor dysfunction or other biomedical conditions (<a class="elsevierStyleCrossRef" href="#bib0235">Bishop, Snowling, Thompson, & Greenhalgh, 2017</a>). Changes in language can affect different linguistic subsystems (phonology, syntax, semantics, pragmatics, discourse) to different degrees. Phonological difficulties are observed in children diagnosed with DLD in different languages, and morphosyntactic difficulties become more relevant in languages that require different tense morphemes and verbal agreement (<a class="elsevierStyleCrossRef" href="#bib0210">Tomas, Demuth, Smith-Lock, & Petocz, 2015</a>). Morphological difficulties involving unstressed verbs and pronouns are also frequently observed and may represent markers of this population (<a class="elsevierStyleCrossRef" href="#bib0050">Castilla-Earls, Auza, Pérez-Leroux, Fulcher-Rood, & Barr, 2020</a>). Changes in oral language further expand to narrative skills (<a class="elsevierStyleCrossRef" href="#bib0100">Duinmeijer, de Jong, & Scheper, 2012</a>).</p><p id="par0010" class="elsevierStylePara elsevierViewall">Children with DLD are at a significant risk for reading problems at some point during their schoolyears (<a class="elsevierStyleCrossRefs" href="#bib0025">Bishop & Snowling, 2004; Catts, Bridges, Little, & Tomblin, 2008; Snowling, Duff, Nash, & Hulme, 2016</a>). Language disorders often occur in combination with other neurodevelopmental difficulties, including reading difficulties such as Developmental Dyslexia (<a class="elsevierStyleCrossRef" href="#bib0235">Bishop et al., 2017</a>).</p><p id="par0015" class="elsevierStylePara elsevierViewall">Reading is a complex skill and depends on the interaction of several cognitive components, such as decoding ability, listening comprehension, fluency and accuracy (<a class="elsevierStyleCrossRefs" href="#bib0190">Silverman, Speece, Harring, & Ritchey, 2013; Solari, Grimm, McIntyre, & Denton, 2018</a>). Decoding is the first stage and depends on phonological awareness and short-term verbal memory (<a class="elsevierStyleCrossRef" href="#bib0160">Melby-Lervåg, Lyster, & Hulme, 2012</a>), which are fundamental in situations of language opacity, i.e., when there is more than one possibility of grapheme for a certain phoneme (<a class="elsevierStyleCrossRef" href="#bib0175">Murphy, Schochat, & Bamiou, 2020</a>). Listening comprehension is another fundamental component for the development of reading, since it can enable the development of reading comprehension just like reading comprehension can favor the ability of linguistic understanding (<a class="elsevierStyleCrossRef" href="#bib0240">Wong, Tong, Lui, & Wong, 2021</a>).</p><p id="par0020" class="elsevierStylePara elsevierViewall">Increased attention and memory capacity allow the automated reading of words, leading to reading fluency and accuracy (<a class="elsevierStyleCrossRef" href="#bib0145">Kim, Quinn, & Petscher, 2021</a>). Morphological awareness also interferes with reading fluency and accuracy. It is especially relevant in the early stages of literacy, when there is still no automation between graphemes and phonemes (<a class="elsevierStyleCrossRef" href="#bib0185">Silva & Martins-Reis, 2017</a>).</p><p id="par0025" class="elsevierStylePara elsevierViewall">Therefore, understanding and interpreting a text goes far beyond decoding words. It implies the ability to recognize and memorize isolated words, understand the linguistic structure and manage the textual structures and contexts, allowing the reader to make inferences (<a class="elsevierStyleCrossRef" href="#bib0130">Gough Kenyon, Palikara, & Lucas, 2018</a>).</p><p id="par0030" class="elsevierStylePara elsevierViewall">Considering that even children with typical development may have difficulties in understanding a text due to pedagogical or motivational reasons or even subtle delays in some cognitive skills, children with DLD are at increased risk for such difficulties. The revised National Reading Panel report (<a class="elsevierStyleCrossRef" href="#bib0115">Hoover & Tunmer, 2018</a>) documented the convergence between oral language and word recognition skills in individuals learning to read. The document reinforces that reading comprehension is the product of two factors, namely word recognition and language comprehension. Language skills, more specifically lexical skills, morphosyntactic analysis processes and semantic integration, are common to the understanding of both oral and written texts. In this sense, several studies advocate the hypothesis that, since they have a language disorder, children with DLD are expected to have difficulties in understanding reading, because the linguistic understanding of a text depends on lexical information, sentences and discourse. However, many children with DLD perform well in word reading, demonstrating the ability to decode real words and pseudowords accurately and fluently. For this group of children, reading comprehension difficulties may not be noticed until later grades, when decoding is no longer the main aspect of reading comprehension (<a class="elsevierStyleCrossRefs" href="#bib0030">Bishop, McDonald, Bird, & Hayiou-Thomas, 2009; Catts, Compton, Tomblin, & Bridges, 2012</a>).</p><p id="par0035" class="elsevierStylePara elsevierViewall">For decades, research has shown that the linguistic manifestations of children with DLD are not homogeneous, and this heterogeneity extends to occasional reading difficulties. The document “Roles and Responsibilities of Speech Language Pathologists within Respect to Reading and Writing in Children and Adolescents” (<a class="elsevierStyleCrossRef" href="#bib0015">American Speech-language-hearing Association [ASHA], 2001</a>) described several studies reporting oral language deficits in children with reading problems, as well as reading difficulties in children with primary language disorders. Thus, experimental investigations and systematic reviews are opportune. In this sense, this study examined the available scientific evidence about reading difficulties in children with Developmental Language Disorder.</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0030">Methods</span><p id="par0040" class="elsevierStylePara elsevierViewall">The systematic review method was used to meet the objective, whose purpose was to select similar studies to answer a research question (<a class="elsevierStyleCrossRef" href="#bib0170">Mulrow, 1994</a>).</p><p id="par0045" class="elsevierStylePara elsevierViewall">To answer the research question and develop search strategies, the PRISMA-P checklist – Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (<a class="elsevierStyleCrossRef" href="#bib0180">Page et al., 2021</a>) was used, meeting the following recommendations: (a) description of eligibility criteria with information on research strategies; (b) adoption of the acronym PICO – Population represented by letter P, Intervention by letter I, Comparison or control by letter C, Outcome by letter O; (c) planning the assessment of the individual risk of bias of selected papers; (d) data synthesis.</p><p id="par0050" class="elsevierStylePara elsevierViewall">The research question was: how is the performance of children with DLD on reading comprehension tests when compared to typical children?</p><p id="par0055" class="elsevierStylePara elsevierViewall">A standardized form containing the selection criteria was used, namely the study characteristics, participants, instruments, assessed skills and results. This form addressed the following inclusion criteria: experimental articles (control case), in which children with history of DLD and typical children were compared in reading tests (decoding: identification of letters and words; and reading comprehension: understanding words, sentences and texts), considering the diagnosis and intervention.</p><p id="par0060" class="elsevierStylePara elsevierViewall">The exclusion criteria were: (a) integrative and/or systematic review studies; (b) case study; (c) studies on children with DLD, yet without controls; (d) papers on children with DLD, yet not assessing reading comprehension; (e) articles assessing reading comprehension, but not involving the population with DLD; (f) papers on individuals diagnosed with Dyslexia, Attention Deficit Hyperactivity Disorder, Acquired Aphasia, Epilepsy, Speech Sound Disorders, neurodegenerative conditions, genetic syndromes, sensory deficits, Autism Spectrum Disorder, Intellectual Disorder; (g) presence of more than two groups (for example: DLD, control and other condition).</p><p id="par0065" class="elsevierStylePara elsevierViewall">After development of the research question, selection criteria and search strategies, it was possible to cross-reference the previously examined key words (<a class="elsevierStyleCrossRef" href="#sec0045">Appendix A</a>) in the health descriptors (MeSH – Medical Subject Headings, DeCS – Descriptores en Ciencias de la Salud, and Emtree – Embase thesaurus) to conduct the search in the main databases in the field of Speech-Language Pathology and Audiology, namely: Scielo (Scientific Electronic Library Online), Lilacs (Literatura Latinoamericana y Caribeña en Ciencias de la Salud), Pubmed/Medline (National Library of Medicine), Web of Science, Eric (Eric Resources Information Center), ProQuest (collection of many databases that provide access to thousands of journals, magazines, newspapers, dissertations, and other publications), Embase (Comprehensive Medical Research Database), PsycInfo – APA (American Psychological Association), Scopus (comprehensive, multidisciplinary, trusted abstract and citation database) and in the gray literature constituted by BVS (Biblioteca Virtual de la Salud) and ProQuest Dissertations and Theses. The studies were selected by their titles and abstracts by two independent researchers to avoid the risk of selection bias. In case of disagreement, the two researchers solved the differences in choice by discussion and consensus. No language restrictions were applied to electronic surveys, provided they met the eligible criteria.</p><p id="par0070" class="elsevierStylePara elsevierViewall">The studies identified in the databases were entered into the Endnote reference manager (bibliography manager integrated with Web of Science, developed by Thomson Reuters), removing duplicate articles. The two researchers selected the remaining studies considering the previously established selection criteria (inclusion and exclusion). Eligible papers were read, and all relevant information was properly organized and recorded, including title, authors, assessment instruments, authors’ contact details, journal, year and country of publication, language, study design, inclusion and exclusion criteria, main objectives, population, number of participants and results.</p><p id="par0075" class="elsevierStylePara elsevierViewall">The sequence of article selection is presented in the flowchart below (<a class="elsevierStyleCrossRef" href="#fig0005">Fig. 1</a>).</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia><p id="par0080" class="elsevierStylePara elsevierViewall">Papers considered eligible underwent qualitative analysis by two independent researchers using the Newcastle–Ottawa Scale (NOS) – a tool adopted in Systematic Reviews to evaluate non-randomized investigations, such as case control studies. The scale involves three categories of criteria to be observed, namely the selection of study groups, comparability of groups and outcome. Each study was judged on eight items, receiving one point in the selection category, two points in the comparability category and one point in the outcome category. The more points the study received (highest score 9), the better the quality of evidence and consequently its reliability (<a class="elsevierStyleCrossRef" href="#bib0220">Wells et al., 2021</a>).</p></span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">Results</span><p id="par0085" class="elsevierStylePara elsevierViewall">After prior search on health descriptors, search strategies were crossed in the main databases, retrieving 96,561 articles, being 29,377 from the main databases and 67,184 from gray literature. The review took place until January 2024.</p><p id="par0090" class="elsevierStylePara elsevierViewall">Regarding the main databases, 2164 articles were found on the PubMed/Medline database, 246 on Web of Science, 146 on Scopus, 131 on EMBASE, 168 on APA/PsycINFO, 26,276 on ERIC database, 40 on Scielo and 206 on LILACS. Concerning the gray literature, seven articles belonged to the ‘Digital Library of Theses and Dissertations’ of the country where the study was conducted and 67,177 to the PROQUEST database.</p><p id="par0095" class="elsevierStylePara elsevierViewall">Then, following the recommendations of the PRISMA checklist, 250 articles were selected from the main databases and four from the gray literature, adding up to 254 articles selected for reading, divided into 42 papers from Pubmed/Medline, 20 from Web of Science, 35 from Scopus, 47 from EMBASE, 25 from APA/PsycINFO, 74 from ERIC, six from SciELO, four from LILACS, two from the ‘Digital Library of Theses and Dissertations’ and two from PROQUEST. All exported papers were strictly evaluated considering the eligibility criteria and duplicates were removed, leading to a final number of 13 articles (<a class="elsevierStyleCrossRef" href="#fig0010">Fig. 2</a>), which were read in full and subjected to qualitative analysis.</p><elsevierMultimedia ident="fig0010"></elsevierMultimedia><p id="par0100" class="elsevierStylePara elsevierViewall">The 13 selected articles are presented in <a class="elsevierStyleCrossRef" href="#tbl0010">Table 1</a>.</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0105" class="elsevierStylePara elsevierViewall">The results of Qualitative Analysis using the New Castle Ottawa tool are presented below (<a class="elsevierStyleCrossRef" href="#tbl0015">Table 2</a>).</p><elsevierMultimedia ident="tbl0015"></elsevierMultimedia></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">Discussion</span><p id="par0110" class="elsevierStylePara elsevierViewall">Five of the 13 selected papers were longitudinal and assessed the evolution of reading performance in children with DLD across school grades (<a class="elsevierStyleCrossRefs" href="#bib0060">Catts et al., 2008; Coloma et al., 2020</a>), compared the development of oral language and the literacy process from kindergarten to basic school (<a class="elsevierStyleCrossRefs" href="#bib0195">Snowling et al., 2016; Vandewalle, Boets, Boons, Ghesquière, & Zink, 2012</a>) and examined the relationship between the ability to acquire mental graphic representations in kindergarten and literacy skills in elementary school (<a class="elsevierStyleCrossRef" href="#bib0230">Wolter, Self, & Apel, 2011</a>). The others aimed to verify the reading performance of children with DLD and their peers with typical language development at a certain stage of schooling (mostly between the 2nd and 4th grades), establishing relationships with linguistic (vocabulary, narrative, syntax) or cognitive aspects (memory, executive functions).</p><p id="par0115" class="elsevierStylePara elsevierViewall">Although the objectives of each study had their specific characteristics, all results showed that the group of children with DLD had significantly lower performance in reading comprehension tests compared to children with typical language development. However, when considering their individual performance, many did not present reading difficulties. <a class="elsevierStyleCrossRef" href="#bib0225">Werfel and Krimm (2017)</a> reported that 16% of the sample of 32 children had normal reading skills, and <a class="elsevierStyleCrossRef" href="#bib0215">Vandewalle et al. (2012)</a>, comparing the development of oral language and reading skills in children with typical development and others with DLD with and without literacy delays, found that only the group of DLD with delay presented reading comprehension problems in the 3rd grade, while the group without difficulties did not present any problems understanding texts, despite the presence of oral language problems. Even though <a class="elsevierStyleCrossRef" href="#bib0150">Lafont (2018)</a> and <a class="elsevierStyleCrossRef" href="#bib0075">Coloma et al. (2012)</a> observed significant difference between the mean performance in reading comprehension tests in the DLD group compared to the control group, part of the children with disorder had adequate performance. Thus, not all children with DLD will experience reading difficulties across their school years.</p><p id="par0120" class="elsevierStylePara elsevierViewall">The reasons leading to reading deficits in children with DLD are palpable. Decoding, one of the stages of reading processing, depends on phonological awareness and short-term verbal memory (<a class="elsevierStyleCrossRef" href="#bib0160">Melby-Lervåg et al., 2012</a>), skills that may also be compromised in children with DLD (<a class="elsevierStyleCrossRef" href="#bib0030">Bishop et al., 2009</a>). Listening comprehension of sentences and narratives are other fundamental components in the development of reading (<a class="elsevierStyleCrossRef" href="#bib0110">Hogan, Adlof, & Alonzo, 2014</a>) and are mediated by working memory, grammatical and inference skills. Reading fluency and accuracy are influenced by morphological awareness, which in turn depends on the morphosyntactic development (<a class="elsevierStyleCrossRef" href="#bib0210">Tomas et al., 2015</a>). Finally, reading comprehension, besides involving the ability to recognize and memorize isolated words, depends on the understanding of syntactic structures, vocabulary, textual genres (pragmatics) and contexts (<a class="elsevierStyleCrossRef" href="#bib0135">Kim, 2015</a>), aspects that are compromised in DLD. Thus, reading development for both children with typical language development and those with DLD is supported by both word recognition (<a class="elsevierStyleCrossRef" href="#bib0045">Botting, Simkin, & Conti-Ramsden, 2006</a>), and decoding skills and reading accuracy (<a class="elsevierStyleCrossRef" href="#bib0030">Bishop et al., 2009</a>).</p><p id="par0125" class="elsevierStylePara elsevierViewall">The revised “National Reading Panel” report (<a class="elsevierStyleCrossRef" href="#bib0115">Hoover & Tunmer, 2018</a>) documented that reading comprehension is the product of two factors: word recognition and language comprehension. In this sense, it is expected that most children with DLD will have difficulties in reading, since linguistic understanding of a text depends on lexical information, the grammatical structure of sentences and discourse, and the ability to infer, inherent to language understanding.</p><p id="par0130" class="elsevierStylePara elsevierViewall">Most studies reviewed aimed to relate the oral language skills, working memory and/or executive functions with reading decoding and comprehension. Among non-phonological linguistic skills, vocabulary was an aspect studied and showed association with reading skills (<a class="elsevierStyleCrossRefs" href="#bib0005">Acosta Rodríguez et al., 2016; Coloma, Sotomayor, De Barbieri, et al., 2015; Coloma, Silva, Palma, et al., 2015; Coloma et al., 2020; De Barbieri Ortiz, Coloma Tirapegu, & Sotomayor Echeñique, 2016; Werfel & Krimm, 2017</a>). A varied mental lexicon is essential for recognizing written words. The more familiar words the reader has, the faster he or she will recognize the printed word. In the initial stages of learning to read, the vocabulary is associated with reading comprehension and contributes to the process of identifying written words (<a class="elsevierStyleCrossRef" href="#bib0080">Coloma, Sotomayor, De Barbieri, et al., 2015</a>).</p><p id="par0135" class="elsevierStylePara elsevierViewall">The vocabulary does not justify the decoding difficulties of children with DLD, whose relationship is strongly established with phonological processing yet associated with reading comprehension as a function of semantic processing (<a class="elsevierStyleCrossRef" href="#bib0025">Bishop & Snowling, 2004</a>). In the study of <a class="elsevierStyleCrossRef" href="#bib0225">Werfel and Krimm (2017)</a>, children with DLD and reading disorders of the Dyslexia subtype did not present lower vocabulary skills than readers with typical development; however, children with reading disorders of the Specific Comprehension Disorder subtype showed worse vocabulary skills than readers with typical development. Lexicon is consistently documented as a predictor of reading comprehension (<a class="elsevierStyleCrossRefs" href="#bib0010">Aguilar-Mediavilla, Buil-Legaz, Pérez-Castelló, Rigo-Carratalà, & Adrover-Roig, 2014; Coloma et al., 2020</a>).</p><p id="par0140" class="elsevierStylePara elsevierViewall">In addition to the vocabulary, narrative skills have been identified as predictors of reading comprehension (<a class="elsevierStyleCrossRefs" href="#bib0100">Duinmeijer et al., 2012; Stothard, Snowling, Bishop, Chipchase, & Kaplan, 1998; Vandewalle et al., 2012</a>). Even though there are studies pointing to this indication, the papers herein reviewed that associated narrative discourse with reading did not find such correlation (<a class="elsevierStyleCrossRefs" href="#bib0075">Coloma et al., 2012; Coloma, Silva, Palma, et al., 2015; De Barbieri Ortiz et al., 2016</a>). The lack of association between these variables may have different explanations, some of which are mentioned by the authors themselves. One of them is the sample size, which may not have been sufficiently representative. The school grade in which assessment is performed may be another factor, since as the child advances in age and education, the demands on both reading comprehension and narrative skills increase. If the study is conducted in the initial grades, the difference between children with typical development and those with language disorders may not be significant. The lack of association may also be related to the instrument used to measure reading comprehension. Comprehensive reading is a construct that involves a series of cognitive processes that are not directly observable. Therefore, the results differ depending on the modality used in the assessment. Children with DLD may not have problems in identifying literal information, yet they tend to have difficulties involving inference (<a class="elsevierStyleCrossRef" href="#bib0130">Gough Kenyon et al., 2018</a>). If the text comprehension does not involve inference, the performance may be adequate and, in fact, it may not identify difficulties in understanding the text.</p><p id="par0145" class="elsevierStylePara elsevierViewall">Regarding the grammatical aspect, the investigation conducted by <a class="elsevierStyleCrossRef" href="#bib0090">Coloma et al. (2020)</a> demonstrated that syntax complexity is a consistent predictor of reading performance in 2nd and 4th grades. A longitudinal study conducted by <a class="elsevierStyleCrossRef" href="#bib0055">Catts (1993)</a> showed that the syntactic (and semantic) skills of kindergarten students significantly predict the future reading comprehension performance. The receptive grammar of children with DLD at the age of 7 years was one of the predictors of reading comprehension at 11 years (<a class="elsevierStyleCrossRef" href="#bib0045">Botting et al., 2006</a>). The presence of grammatical difficulties in oral language, more specifically in using functional words and building sequential order in syntactic structures, has an impact on reading (<a class="elsevierStyleCrossRef" href="#bib0005">Acosta Rodríguez et al., 2016</a>).</p><p id="par0150" class="elsevierStylePara elsevierViewall">Non-linguistic factors as visuospatial skills, working memory and eye fixation time can also interfere with reading tasks (<a class="elsevierStyleCrossRefs" href="#bib0005">Acosta Rodríguez et al., 2016; Catts et al., 2008; Kang & Yim, 2018</a>). More specifically, the study of <a class="elsevierStyleCrossRef" href="#bib0125">Kang and Yim (2018)</a>, assessed characteristics of the reading process of children with DLD using eye trackers, demonstrating that the reading time and gaze fixation time of these children were significantly longer than those of children with typical development. Children with low reading comprehension had a longer gaze fixation time and a higher fixation rate than children in general (<a class="elsevierStyleCrossRef" href="#bib0070">Choi, 2014</a>). Therefore, reading is a highly complex activity that involves a series of skills beyond decoding and oral language. All studies in this review emphasize the relationships between mental graphic representations, phonological awareness, narrative discourse, semantics and syntax with decoding and reading comprehension skills. Although some studies have a limited sample, they still provide information with relevant implications for clinical practice.</p><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Limitations and implications of the reviewed studies</span><p id="par0155" class="elsevierStylePara elsevierViewall">Most studies in this review mentioned their own limitations. Sample size was one of the points expressly mentioned by authors who recognized that clinical samples ranging from 10 to 32 children with DLD could induce bias in the conclusions (<a class="elsevierStyleCrossRefs" href="#bib0075">Coloma et al., 2012; Werfel & Krimm, 2017; Wolter et al., 2011</a>). The only study with population-based sampling was conducted by <a class="elsevierStyleCrossRef" href="#bib0060">Catts et al. (2008)</a>, on 604 subjects with and without disorder. The instruments applied to measure reading comprehension were also highlighted as a limitation, such as the use of tests that depend on the automation of decoding and can interfere with the comprehension stage (<a class="elsevierStyleCrossRefs" href="#bib0080">Coloma, Sotomayor, De Barbieri, et al., 2015; Coloma, Silva, Palma, et al., 2015; De Barbieri Ortiz et al., 2016</a>).</p><p id="par0160" class="elsevierStylePara elsevierViewall">Considering that poor readers with DLD remain readers with low performance in later grades (<a class="elsevierStyleCrossRef" href="#bib0060">Catts et al., 2008</a>), it is fundamental to identify these children as early as possible and provide appropriate intervention to reduce the long-term consequences of reading problems. The early identification of poor readers in schools tends to focus on assessment in areas as phonological awareness and knowledge on letters, and it is necessary to go beyond these traditional literacy variables.</p><p id="par0165" class="elsevierStylePara elsevierViewall">When this population receives an early diagnosis with effective intervention before five years of age, they may not present discrepancies in reading development when compared to their peers without language disorders (<a class="elsevierStyleCrossRef" href="#bib0020">Bishop & Adams, 1990</a>). This does not eliminate the need for monitoring, since even with improved language skills during childhood this population can demonstrate verbal and written language difficulties during adolescence, such as the risk of skipping lines, problems with punctuation marks, difficulties to make inferences, assign titles to read texts, show hesitations, repeat words and make simplified interpretations (<a class="elsevierStyleCrossRef" href="#bib0040">Bonti, Kamari, Kougioumtzis, Theofilidis, & Sofologi, 2020</a>). In this sense, the relevance of early diagnosis and intervention is reinforced, preferably in kindergarten, as well as the observation of listening comprehension skills, vocabulary, decoding, syntax, semantics and inferential skills for this population, emphasizing the need for professional support during the literacy period when considering the risk factor of this diagnosis for the ability to understand texts.</p><p id="par0170" class="elsevierStylePara elsevierViewall">The longitudinal studies herein reviewed (<a class="elsevierStyleCrossRefs" href="#bib0060">Catts et al., 2008; Coloma et al., 2020; Snowling et al., 2015; Vandewalle et al., 2012; Wolter et al., 2011</a>) were able to show the evolution of children over time, indicating variability in the findings. Namely, sometimes the readers remained with low performance, and sometimes their performance evolved until close to children with typical development. Thus, further longitudinal studies on larger groups, in different languages, over longer periods and using a wider range of oral language and narrative measures are needed.</p><p id="par0175" class="elsevierStylePara elsevierViewall">The contributions of this review can serve as a guide for speech-language pathologists in the design and implementation of differentiated intervention programs to promote reading in students with DLD. Also, we highlight the importance assigned to oral language not only to establish a fluid communication between all students, but also to learn to read.</p><p id="par0180" class="elsevierStylePara elsevierViewall">If phonological language deficits lead to decoding difficulties and non-phonological language deficits lead to comprehension difficulties, then studies on reading disability should consider the skills at the levels of word and text separately.</p><p id="par0185" class="elsevierStylePara elsevierViewall">Finally, a last implication concerns the comorbidity between DLD and Learning Disorders, including Developmental Dyslexia. Children with Learning Disorders tend to present changes at the phonological level that justify their reading difficulties, although they may also present morphological changes (<a class="elsevierStyleCrossRef" href="#bib0120">Joanisse, Manis, Keating, & Seidenberg, 2000</a>) and alterations in morphological awareness (<a class="elsevierStyleCrossRefs" href="#bib0105">Hage, Azevedo, Nicolielo-Carrilho, & Tabaquim, 2015; Melloni & Vender, 2022</a>). Conversely, reading difficulties in children with DLD derive from impairments in vocabulary (<a class="elsevierStyleCrossRef" href="#bib0155">Larkin & Snowling, 2008</a>), syntax and discourse (<a class="elsevierStyleCrossRef" href="#bib0025">Bishop & Snowling, 2004</a>), although they may also have phonological difficulties. Many children with Specific Language Impairment (or Developmental Language Disorder – terminology recommended by the multidisciplinary Delphi consensus study, <a class="elsevierStyleCrossRef" href="#bib0235">Bishop et al., 2017</a>) meet the criteria for Dyslexia (<a class="elsevierStyleCrossRef" href="#bib0195">Snowling et al., 2016</a>); thus, although the conditions are distinct, they can be comorbid and should receive intervention considering their particularities and needs.</p></span></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0050">Conclusion</span><p id="par0190" class="elsevierStylePara elsevierViewall">All reviewed articles pointed out that the group of children with DLD had significantly lower performance in reading comprehension tests when compared to children with typical development. However, when considering their individual performance, many do not present reading problems; thus, children with DLD pose a risk for reading difficulties.</p><p id="par0195" class="elsevierStylePara elsevierViewall">Most studies in this review aimed to relate oral language skills, and among non-phonological linguistics, vocabulary, syntactic complexity and oral narrative discourse were the aspects associated with reading. The linguistic manifestations of children with DLD are not homogeneous, and this heterogeneity extends to the reading difficulties they may experience.</p><p id="par0200" class="elsevierStylePara elsevierViewall">Early identification of these children and the application of interventions including programs to stimulate phonological and non-phonological linguistic skills, such as vocabulary, syntax and speech, can reduce the long-term consequences of reading problems.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:10 [ 0 => array:3 [ "identificador" => "xres2291842" "titulo" => "Abstract" "secciones" => array:1 [ 0 => array:1 [ "identificador" => "abst0005" ] ] ] 1 => array:2 [ "identificador" => "xpalclavsec1904754" "titulo" => "Keywords" ] 2 => array:3 [ "identificador" => "xres2291843" "titulo" => "Resumen" "secciones" => array:1 [ 0 => array:1 [ "identificador" => "abst0010" ] ] ] 3 => array:2 [ "identificador" => "xpalclavsec1904755" "titulo" => "Palabras clave" ] 4 => array:2 [ "identificador" => "sec0005" "titulo" => "Introduction" ] 5 => array:2 [ "identificador" => "sec0010" "titulo" => "Methods" ] 6 => array:2 [ "identificador" => "sec0015" "titulo" => "Results" ] 7 => array:3 [ "identificador" => "sec0020" "titulo" => "Discussion" "secciones" => array:1 [ 0 => array:2 [ "identificador" => "sec0025" "titulo" => "Limitations and implications of the reviewed studies" ] ] ] 8 => array:2 [ "identificador" => "sec0030" "titulo" => "Conclusion" ] 9 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "fechaRecibido" => "2024-04-09" "fechaAceptado" => "2024-07-09" "PalabrasClave" => array:2 [ "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Keywords" "identificador" => "xpalclavsec1904754" "palabras" => array:3 [ 0 => "Developmental Language Disorder" 1 => "Literacy delay" 2 => "Reading comprehension" ] ] ] "es" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Palabras clave" "identificador" => "xpalclavsec1904755" "palabras" => array:3 [ 0 => "Trastorno del desarrollo del lenguaje" 1 => "Retraso en la lectoescritura" 2 => "Comprensión lectora" ] ] ] ] "tieneResumen" => true "resumen" => array:2 [ "en" => array:2 [ "titulo" => "Abstract" "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">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.</p><p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">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.</p><p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">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.</p></span>" ] "es" => array:2 [ "titulo" => "Resumen" "resumen" => "<span id="abst0010" class="elsevierStyleSection elsevierViewall"><p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">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.</p><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">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.</p><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">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.</p></span>" ] ] "apendice" => array:1 [ 0 => array:1 [ "seccion" => array:2 [ 0 => array:4 [ "apendice" => "<p id="par0215" class="elsevierStylePara elsevierViewall"><elsevierMultimedia ident="tbl0005"></elsevierMultimedia></p>" "etiqueta" => "Appendix A" "titulo" => "Search strategies used in the research" "identificador" => "sec0045" ] 1 => array:3 [ "apendice" => "<p id="par1535" class="elsevierStylePara elsevierViewall">The authors declare that no conflict of interest exist.</p>" "titulo" => "Conflict of interest" "identificador" => "sec1070" ] ] ] ] "multimedia" => array:5 [ 0 => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 2085 "Ancho" => 1842 "Tamanyo" => 161972 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">Flowchart of selection of eligible articles.</p>" ] ] 1 => array:7 [ "identificador" => "fig0010" "etiqueta" => "Figure 2" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr2.jpeg" "Alto" => 3218 "Ancho" => 3175 "Tamanyo" => 354669 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">Results flowchart.</p>" ] ] 2 => array:8 [ "identificador" => "tbl0010" "etiqueta" => "Table 1" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at1" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:2 [ "leyenda" => "<p id="spar0050" class="elsevierStyleSimplePara elsevierViewall"><span class="elsevierStyleItalic">Legend</span>: G<span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>group; DLD: Developmental Language Disorder; SLI<span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>Specific Language Impairment; TEL<span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>Trastorno Especifico del Lenguaje.</p>" "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Article \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Author, year \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Country \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Aim \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Subjects \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Measures \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Results \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Reading achievement growth in children with language impairments \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0060">Catts et al., 2008</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">EUA \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Examine the reading achievement growth of children with SLI across the school grades, checking if they present a delayed, deficit, or cumulative pattern of reading achievement growth when compared with children with typical language \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">604 children were identified in kindergarten and monitored in the 2nd, 4th, 8th and 10th gradesG1 – children with SLIG2 – 379 children with typical language development \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Expressive and comprehensive vocabularyGrammar (Grammatic Understanding, Grammatic Completion, and Sentence Imitation)Narrative story task (Recall and Comprehension)<span class="elsevierStyleBold">Reading</span>Word recognition (Word Identification – accurately pronounce; reading pseudowords; text reading accuracy)Reading comprehension (cloze procedure; reading and answering questions)<span class="elsevierStyleBold">Nonverbal cognitive abilities</span>Visual attention and recognitionVisual–motor coordination, spatial reasoning \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Children with SLI differed significantly from children with typical language in initial level (2nd grade) of word recognition and reading comprehension, but they did not differ significantly in the shape of their growth trajectories. The results are consistent with a deficit in reading growth in children with SLI \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Initial mental graphemic representation acquisition and later literacy achievement in children with language impairment: a longitudinal study \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0230">Wolter et al., 2011</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">EUA \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Examine the relationship between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language and children with SLI \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">37 kindergarten children with SLI and typical language were administered early literacy measures as well as a written pseudoword task of mental graphemic representations learning. After 4 years, the children were submitted to reading and spelling assessments.G1 – 18 with SLIG2 – 19 with typical language \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Kindergarten Testing Procedures</span>Tasks to assess initial MGR acquisition (spelling and identification of pseudowords)Phonemic awareness Rapid automated naming Vocabulary skills<span class="elsevierStyleBold">Fourth Grade Testing Procedures</span>Word readingReading decodingPassage comprehension (close task)<span class="elsevierStyleBold">Non-verbal intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Children with SLI performed significantly lower than their peers with typical language on all fourth grade literacy measures. For both groups, the acquisition ability of initial mental graphemic representations at kindergarten significantly related to fourth grade real-word reading and spelling. For children with SLI, the ability of initial mental graphemic representations acquisition at kindergarten also related to fourth grade pseudoword decoding and reading comprehension \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Rendimiento lector en estudiantes con trastorno específico de lenguaje (Reading performance of students with specific language impairment) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0150">Lafont, 2018</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Chile \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Compare the performance of children with SLI and typical language development in relation to the reading processes ‘decoding’ and ‘reading comprehension’. Verify the reading profile of children with SLI and the existence of a relationship between the two reading processes in these children \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">48 children in the 4th year of elementary schoolG1 – 18 with SLI (average age – 10.3 years)G2 – 19 with typical language (average age – 9.3 years) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Reading</span><span class="elsevierStyleBold">Decoding</span>Identification of letters and words<span class="elsevierStyleBold">Reading comprehension</span>Understanding words, sentences and texts through pictures or the cloze techniqueUnderstanding texts through questions<span class="elsevierStyleBold">Non-verbal intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">The results show that students with SLI have significant performance differences on tests reading comprehension, compared to the group with typical language. From the individual analysis of the cases that make up the SLI group, high variability is identified in their reading profiles. An absence of correlation was observed between decoding and reading comprehension in children with SLI \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Oral language and narrative skills in children with specific language impairment with and without literacy delay: a three-year longitudinal study \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0215">Vandewalle et al., 2012</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Belgium \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Compare narrative skills (storytelling and story retelling) in children with specific language impairment (SLI) with and without literacy delay \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">36 children were followed from the last year of kindergarten (mean age<span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>5 years 5 months) until the onset of grade 3 (mean age<span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>8 years 1 month).G1: 18 children with specific language impairment (SLI) with and without literacyG2: 18 children with typical language development and normal literacy \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Expressive and receptive vocabularWord fluencyProductive morphologySentence listening comprehensionText listening comprehensionNarrative skills<span class="elsevierStyleBold">Reading</span>Word readingReading texts<span class="elsevierStyleBold">Orthography</span><span class="elsevierStyleBold">Non-verbal intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Children with SLI and literacy delay had persistent oral language problems across all assessed language domains. Children with SLI and normal literacy skills also scored persistently low on vocabulary, morphology and story retelling skills. Only on listening comprehension and storytelling, they evolved toward the level of the control group \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Desempeño lector y narrativo en escolares con trastorno específico del linguaje (Reading and narrative performance in students with Specific Language Impairment) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0075">Coloma et al., 2012</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Chile \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Know the reading and narrative performance of students with SLI and to study the possible relationships between narrative performance and reading achievement \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">31 students from the 1<span class="elsevierStyleHsp" style=""></span>st grade of basic educationG1: 12 with SLI with grammatical deficitG2: 19 children with typical language development \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Spanish Grammar Exploratory Test – receptive and expressiveNarrative discourse<span class="elsevierStyleBold">Reading</span>Decoding letters, syllables, words and pseudowordsReading comprehension of sentences and narrative texts<span class="elsevierStyleBold">Non-verbal Intelligenc</span>e \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">School children with SLI have problems, as a group, in reading (comprehension and decoding) although their reading performances are variable. They show a similar narrative performance to students without language problems. There was no relationship between reading performance and oral narrative skills in both group \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Comprensión lectora, habilidades lingüísticas y decodificación en escolares con TEL (Reading comprehension, linguistics abilities and decoding in young students with SLI) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0080">Coloma, Sotomayor, De Barbieri, et al., 2015</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Chile \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Investigate the relationship between decoding and some language skills (vocabulary, phonological awareness and narrative discourse) with reading comprehension in students with specific language impairment (SLI) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">104 first grade students with an average of 6 years 8 monthsG1: 51 with SLIG2: 53 with typical language \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Phonological AwarenessNarrative discourseVocabulary<span class="elsevierStyleBold">Reading</span>Identification of letters and wordsReading comprehension of words, sentences and texts<span class="elsevierStyleBold">Non-verbal Intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">In children with SLI, reading comprehension was significantly correlated with vocabulary and decoding. The results confirm that decoding is a central skill for reading comprehension. The vocabular appears as the only linguistic skill that is associated with reading comprehension in the initial reading learning of children with SLI \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Reading Comprehension in Children With Specific Language Impairment: an Exploratory Study of Linguistic and Decoding Skills \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0085">Coloma, Silva, Palma, et al., 2015</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Chile \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Analyze the relationship between linguistic skills and decoding in children with SLI verifying whether Reading comprehension is associated with linguistic skills or decoding in these children \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">19 students with an average age of 6 years old, first gradersG1: 10 with SLIG2: 9 with typical language \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Language sample analyzed by MLU – <span class="elsevierStyleBold">Mean Length Utterance</span><span class="elsevierStyleBold">Narrative skills (production and comprehension)</span>Reading<span class="elsevierStyleBold">Reading comprehension of sentences through pictures</span><span class="elsevierStyleBold">Reading comprehension of texts through questions</span><span class="elsevierStyleBold">Non-verbal Intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Children with SLI exhibited difficulties in reading comprehension and decoding. Children with SLI and low reading comprehension performed more poorly than the control group in narrative comprehension, narrative production, and MLU \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Decodificación, comprensión lectora y habilidades lingüísticas en escolares con Trastorno Específico del Lenguaje de primero básico (Decoding, reading comprehension and linguistic skills Specific Language Impairment first grade students) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0095">De Barbieri Ortiz et al., 2016</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Chile \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Determine the performance of SLI students in decoding and Reading comprehension, and to identify the relationship of these performances with phonological awareness, vocabulary and narrative discourse \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">120 children enrolled in the 1st grade with a measured age of 6.8 yearsG1: 60 with SLIG2: 60 with typical language development \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Phonological awarenessNarrative (comprehension and production)Vocabulary<span class="elsevierStyleBold">Reading</span>Decoding (letter and word identification)Compression of words, sentences and texts<span class="elsevierStyleBold">Non-verbal Intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">The performance of SLI students was significantly lower than the performance of the control group in both skills: linguistic and reading.In both groups a relationship was established between decoding and phonological awareness, and between reading comprehension and phonological awareness and vocabulary \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Rendimiento lector en alumnado con Trastorno Específico del Lenguaje. Implicaciones educativas sobre diferentes subtipos (Reading performance in pupils with Specific Language Impairment.Educational implications on different subtypes) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0005">Acosta Rodríguez et al. (2016)</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Spanish \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Obtain a joint factorial structure of reading, linguistic and neuropsychological skills, which allows verifying differences between Expressive-Receptive SLI, Expressive SLI and children with typical development. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">58 students aged between 5 and 12 years old.G1: 16 SLI – receptive/expressive (SLI-RE)G2: 13 SLI – expressive (SLI-E)G3: 29 Children with typical language development \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Linguistic comprehension and expressionVocabulary auditory and visualAssociation phonological system<span class="elsevierStyleBold">Executive functions</span>Cognitive inhibition and flexibilityPerceptual and visual memory organizationDesign fluencyVerbal fluencyWorking memory<span class="elsevierStyleBold">Reading</span>Letter identification, word reading, pseudoword reading, grammatical structure identification, sentence comprehension, text comprehension<span class="elsevierStyleBold">Non-verbal Intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">The Control group showed better results in reading skills than the groups with SLI.Children with SLI present a reading disorder that would affect both decoding and reading comprehension processes.Children with SLI-RE have worse performance in the semantic-grammatical factor, differing significantly from the SLI-E subtype. Both SLI subtypes have similar performance in the lexical-phonological factor. \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0195">Snowling et al. (2016)</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">United Kingdom \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Use objective measures of language and literacy to evaluate children with SLI at six time points, with three distinct profiles: good evolution (resolving), late (emerging) and persistent language impairment \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">220 children were evaluated at six time points: t1 (age 3½), t2 (age 4½), t3 (age 5½), t4 (age 6½), t5 (age 8), and t6 (age 9)SLI resolving: 12SLI emerging: 21SLI persisting: 42G2: 145 children with typical language development \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Vocabulary expressive and receptiveGrammar receptiveInflectional morphology<span class="elsevierStyleBold">Reading</span>Letter-sound knowledge Phoneme awarenessRapid automated naming<span class="elsevierStyleItalic">Word and nonword Reading</span><span class="elsevierStyleItalic">Reading Comprehension</span><span class="elsevierStyleBold">Non-verbal Intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Regardless of whether an LI emerges early or late, if it is present in the early school years it has a negative impact on learning to read;Persistent SLI achieved relatively poor literacy outcomes. SLI with good evolution showed good results in terms of language and literacy, though with residual deficiencies. Late-onset SLI had language and literacy outcomes as poor as those with persistent SLI;Many children with late-emerging LIs fulfill criteria for dyslexia \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleUnderline">A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children With Specific Language Impairment</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0225">Werfel and Krimm, 2017</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">EUA \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Compare the pattern of reading subtypes among a clinical sample of children with specific language impairment(SLI) and children with typical language and evaluate phonological and nonphonological language deficits within each reading impairment subtype \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">71 children from the 2nd to 4th year of basic educationG1: 32 children with SLIG2: 39 children with typical language \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Preliminary language assessment</span>Clinical Evaluation of Language Fundamentals–Fourth Edition (CELF-4)<span class="elsevierStyleBold">Language</span>Phonological Language Measure (phonological awareness)Nonphonological Language Measure (receptive vocabulary)<span class="elsevierStyleBold">Reading</span>Word-Level Reading MeasureText-Level Reading Measure<span class="elsevierStyleBold">Non-verbal Intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Children with SLI were more likely to exhibit reading impairments than children with typical language. Children with SLI were more likely to exhibit text-level deficits than children with typical language. Phonological language deficits were observed in children with word-level deficits, and nonphonological language deficits were observed in children with text-level deficits. The patterns of reading subtypes differ among children with SLI and children with typical language \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleUnderline">Reading Comprehension and Reading Processing of School-Aged Children with Specific Language Impairment Using Eye Tracker</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0125">Kang and Yim, 2018</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">South Korea \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Investigate the characteristics of reading comprehension and reading process in children with SLI and with typically developing children using an eye tracker. Also, to examine how reading ability correlates with vocabulary, personal background knowledge, and working memory in these two groups \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">27 children from 2nd to 4th grades of elementary schoolG1: 12 children with SLIG2: 15 with typical language development children \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Expressive (vocabulary and grammar)Receptive (vocabulary and grammar)<span class="elsevierStyleBold">Reading</span>Comprehension of stories with three categories of questions: comprehension of factual information, inference of text connection and inference of missing information<span class="elsevierStyleBold">Working memory</span>(verbal and nonverbal)<span class="elsevierStyleBold">Eye tracker</span> (to measure reading time, number of fixations and average fixation time)<span class="elsevierStyleBold">Non-verbal Intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Children with SLI need significantly longer reading time and on average need more fixation time than typically developing children. The total time of fixation was significantly higher than that of typically developing children.Children with SLI showed significantly lower performance in reading comprehension in all questions tasks.Reading comprehension was significantly correlated with the receptive and expressive vocabular \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">The impact of vocabulary, grammar and decoding on reading comprehension among children \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0090">Coloma et al., 2020</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Chile \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">48 children evaluated in the 2nd year and 4th year of schoolG1: 24 with SLIG2: 24 with typical language \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Language</span>Picture vocabularyGrammar (speech sample analysis through the narrative)<span class="elsevierStyleBold">Reading</span>Decoding of letters and isolated wordsComprehension of words and sentences (combine words and phrases with images)Comprehension of texts (complete passages with a contextually appropriate word and answer literal and inferential questions)<span class="elsevierStyleBold">Non-verbal Intelligence</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2<span class="elsevierStyleSup">nd</span> grade), becoming non-significant over time.Grammaticality was found to have no impact on reading comprehension in both groups.Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3714036.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">Eligible articles.</p>" ] ] 3 => array:8 [ "identificador" => "tbl0015" "etiqueta" => "Table 2" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at2" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:2 [ "leyenda" => "<p id="spar0060" class="elsevierStyleSimplePara elsevierViewall"><span class="elsevierStyleItalic">Note</span>: Table adapted to present the score suggested by the New Castle Otawwa Scale in which “X” is equivalent to 1 point.</p>" "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td-with-role" title="\n \t\t\t\t\ttable-head\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col">Articles \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="10" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Criteria</th></tr><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col"> \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="3" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Selection</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="3" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Comparability</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="2" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Exposure</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="2" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Total</th></tr><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Does the case present adequate definition? \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Are the cases representative? \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Control group selection \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Definition of the control group \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " colspan="2" align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Comparability of Project-Based Cases and Controls or analysis</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Exposure calculation \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Same verification method for cases and controls \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Non-response rate \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">9/9 \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0060">Catts et al., 2008</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">7/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0230">Wolter, Self, and Apel, 2011</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0150">Lafont, 2018</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0215">Vandewalle et al., 2012</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0075">Coloma et al., 2012</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0080">Coloma, Sotomayor, De Barbieri, et al., 2015</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">8/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0085">Coloma, Silva, Palma, et al., 2015</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0095">De Barbieri Ortiz, Coloma Tirapegu, and Sotomayor Echeñique, 2016</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0005">Acosta Rodríguez et al., 2016</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">7/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0195">Snowling et al., 2016</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0225">Werfel and Krimm, 2017</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0125">Kang and Yim, 2018</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">7/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><a class="elsevierStyleCrossRef" href="#bib0090">Coloma et al., 2020</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">X \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">9/9 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3714037.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0055" class="elsevierStyleSimplePara elsevierViewall">Qualitative analysis of articles.</p>" ] ] 4 => array:5 [ "identificador" => "tbl0005" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => false "mostrarDisplay" => true "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Database \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Strategy \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">PUBMED \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">TDL OR “Language Development Disorders” OR “Development Disorder, Language” OR “Disorder, Language Development” OR “Disorders, Language Development” OR “Language Development Disorder” OR “Speech or Language, Developmental Disorder” OR “Language Disorders, Developmental” OR “Developmental Disorder, Speech or Language” OR “Developmental Language Disorders” OR “Developmental Language Disorder” OR “Language Disorder, Developmental” OR “Speech Delay” OR “Delay, Speech” OR “Delays, Speech” OR “Speech Delays” OR “Semantic-Pragmatic Disorder” OR “Semantic Pragmatic Disorder” OR “Semantic-Pragmatic Disorders” OR “Language Delay” OR “Language Delays” OR “Specific Language Disorder” OR “Disorder, Specific Language” OR “Disorders, Specific Language” OR “Language Disorder, Specific” OR “Language Disorders, Specific” OR “Specific Language Disorders” OR “Specific Language Impairment” OR “Impairment, Specific Language” OR “Impairments, Specific Language” OR “Language Impairment, Specific” OR “Language Impairments, Specific” OR “Specific Language Impairments” AND “reading comprehension” \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">WEB OF SCIENCE \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">TDL OR “Language Development Disorders” OR “Development Disorder, Language” OR “Disorder, Language Development” OR “Disorders, Language Development” OR “Language Development Disorder” OR “Speech or Language, Developmental Disorder” OR “Language Disorders, Developmental” OR “Developmental Disorder, Speech or Language” OR “Developmental Language Disorders” OR “Developmental Language Disorder” OR “Language Disorder, Developmental” OR “Speech Delay” OR “Delay, Speech” OR “Delays, Speech” OR “Speech Delays” OR “Semantic-Pragmatic Disorder” OR “Semantic Pragmatic Disorder” OR “Semantic-Pragmatic Disorders” OR “Language Delay” OR “Language Delays” OR “Specific Language Disorder” OR “Disorder, Specific Language” OR “Disorders, Specific Language” OR “Language Disorder, Specific” OR “Language Disorders, Specific” OR “Specific Language Disorders” OR “Specific Language Impairment” OR “Impairment, Specific Language” OR “Impairments, Specific Language” OR “Language Impairment, Specific” OR “Language Impairments, Specific” OR “Specific Language Impairments” AND “reading comprehension” \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">SCOPUS \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">TDL OR “Language Development Disorders” OR “Development Disorder, Language” OR “Disorder, Language Development” OR “Disorders, Language Development” OR “Language Development Disorder” OR “Speech or Language, Developmental Disorder” OR “Language Disorders, Developmental” OR “Developmental Disorder, Speech or Language” OR “Developmental Language Disorders” OR “Developmental Language Disorder” OR “Language Disorder, Developmental” OR “Speech Delay” OR “Delay, Speech” OR “Delays, Speech” OR “Speech Delays” OR “Semantic-Pragmatic Disorder” OR “Semantic Pragmatic Disorder” OR “Semantic-Pragmatic Disorders” OR “Language Delay” OR “Language Delays” OR “Specific Language Disorder” OR “Disorder, Specific Language” OR “Disorders, Specific Language” OR “Language Disorder, Specific” OR “Language Disorders, Specific” OR “Specific Language Disorders” OR “Specific Language Impairment” OR “Impairment, Specific Language” OR “Impairments, Specific Language” OR “Language Impairment, Specific” OR “Language Impairments, Specific” OR “Specific Language Impairments” AND “reading comprehension” \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">EMBASE \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">((‘developmental language disorder’/exp OR ‘developmental language disorder’ OR ‘language development disorders’/exp OR ‘language development disorders’ OR ‘language disability’/exp OR ‘language disability’ OR ‘language disorder’/exp OR ‘language disorder’ OR ‘specific language disorders’ OR ‘specific language impairment’/exp OR ‘specific language impairment’ OR ‘language delays’) AND (‘reading’/exp OR reading) AND ((‘comprehension’/exp OR comprehension) AND (‘reading’/exp OR reading) OR ‘reading comprehension’/exp OR ‘reading comprehension’ OR ((‘reading’/exp OR reading) AND (‘comprehension’/exp OR comprehension)) OR ‘skills reading’ OR (skills AND (‘reading’/exp OR reading)))) AND [Embase]/lim NOT ([Embase]/lim AND [Medline]/lim) \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">PSYCINFO \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Any Field: TDL OR Any Field: “Language Development Disorders” OR Any Field: “Development Disorder, Language” OR Any Field: “Disorder, Language Development” OR Any Field: “Disorders, Language Development” OR Any Field: “Language Development Disorder” OR Any Field: “Speech or Language, Developmental Disorder” OR Any Field: “Language Disorders, Developmental” OR Any Field: “Developmental Disorder, Speech or Language” OR Any Field: “Developmental Language Disorders” OR Any Field: “Developmental Language Disorder” OR Any Field: “Language Disorder, Developmental” OR Any Field: “Speech Delay” OR Any Field: “Delay, Speech” OR Any Field: “Delays, Speech” OR Any Field: “Speech Delays” OR Any Field: “Semantic-Pragmatic Disorder” OR Any Field: “Semantic Pragmatic Disorder” OR Any Field: “Semantic-Pragmatic Disorders” OR Any Field: “Language Delay” OR Any Field: “Language Delays” OR Any Field: “Specific Language Disorder” OR Any Field: “Disorder, Specific Language” OR Any Field: “Disorders, Specific Language” OR Any Field: “Language Disorder, Specific” OR Any Field: “Language Disorders, Specific” OR Any Field: “Specific Language Disorders” OR Any Field: “Specific Language Impairment” OR Any Field: “Impairment, Specific Language” OR Any Field: “Impairments, Specific Language” OR Any Field: “Language Impairment, Specific” OR Any Field: “Language Impairments, Specific” OR Any Field: “Specific Language Impairments” AND Any Field: “reading comprehension” \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">ERIC \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">(TDL OR “Language Development Disorders” OR “Development Disorder, Language” OR “Disorder, Language Development” OR “Disorders, Language Development” OR “Language Development Disorder” OR “Speech or Language, Developmental Disorder” OR “Language Disorders, Developmental” OR “Developmental Disorder, Speech or Language” OR “Developmental Language Disorders” OR “Developmental Language Disorder” OR “Language Disorder, Developmental” OR “Speech Delay” OR “Delay, Speech” OR “Delays, Speech” OR “Speech Delays” OR “Semantic-Pragmatic Disorder” OR “Semantic Pragmatic Disorder” OR “Semantic-Pragmatic Disorders” OR “Language Delay” OR “Language Delays” OR “Specific Language Disorder” OR “Disorder, Specific Language” OR “Disorders, Specific Language” OR “Language Disorder, Specific” OR “Language Disorders, Specific” OR “Specific Language Disorders” OR “Specific Language Impairment” OR “Impairment, Specific Language” OR “Impairments, Specific Language” OR “Language Impairment, Specific” OR “Language Impairments, Specific” OR “Specific Language Impairments”) AND (reading OR “reading comprehension”) \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">SciELO \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">(“Trastorno del desarrollo del lenguaje” OR “Trastorno específico del lenguaje” OR “Specific Language Disorder” OR “Distúrbio do desenvolvimento da linguagem” OR “Distúrbio específico de linguagem” OR “Deficiência Específica de Linguagem” OR “Deficiencia específica del lenguaje”) AND (“leitura” OR “lectura” OR “lecture” OR “compreensão leitora” OR “Comprensión lectora”) \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">LILACS \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">(“Trastorno del desarrollo del lenguaje” OR “Trastorno específico del lenguaje” OR “Specific Language Disorder” OR “Distúrbio do desenvolvimento da linguagem” OR “Distúrbio específico de linguagem” OR “Deficiência Específica de Linguagem” OR “Deficiencia específica del lenguaje”) AND (“leitura” OR “lectura” OR “lecture” OR “compreensão leitora” OR “Comprensión lectora”) \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">BIBLIOTECA VIRTUAL SAÚDE \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">“SLI” AND “reading comprehension” \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">PROQUEST \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">“SLI” AND “reading comprehension” \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3714038.png" ] ] ] ] ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0015" "bibliografiaReferencia" => array:46 [ 0 => array:3 [ "identificador" => "bib0005" "etiqueta" => "Acosta Rodríguez et al., 2016" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Rendimiento lector en alumnado con trastorno específico del lenguaje. 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