Abstract：
Children with developmental language disorder (DLD) have a high rate of co-occurring reading difficulties. The current study aims to (i) examine which factors within the Active View of Reading (AVR; Duke & Cartwright, 2021) apply to individuals with DLD and (ii) investigate other possible factors that relate to reading comprehension ability in individuals with DLD, outside the components in the AVR. Electronic database search and journal hand-search yielded 5058 studies published before March 2022 related to reading comprehension in children with DLD. 4802 articles were excluded during abstract screening, yielding 256 studies eligible for full-text review. Following full-text review, 44 studies were included and further coded for demographics, language of assessment, description of reported disabilities, behavioral assessment, and reading comprehension assessment. While the results aligned with the AVR model, three additional factors were identified as significantly relating to reading comprehension abilities in children with DLD: expressive language (oral and written), question types of reading assessment, and language disorder history. Specifically, expressive language was positively associated with reading comprehension ability, while resolved DLD showed higher reading comprehension abilities than persistent DLD. Furthermore, children with DLD may face additional difficulties in comprehending inference-based questions. This study provides factors for researchers, educators, and clinical professionals to consider when evaluating the reading comprehension of individuals with DLD. Future research should further explore the relative importance of factors of the AVR to reading comprehension outcomes throughout development.
摘要：
患有发育性语言障碍（DLD）的儿童同时出现阅读困难的比率很高。当前的研究旨在（i）检查哪些因素在积极的阅读观（AVR；Duke&Cartwright，2021)适用于DLD患者，(ii)调查与DLD患者阅读理解能力相关的其他可能因素，在AVR中的组件之外。电子数据库搜索和期刊手工搜索在2022年3月之前发表了5058项与DLD儿童阅读理解有关的研究。4802篇文章在摘要筛选过程中被排除，产生256项符合全文审查条件的研究。在全文审查之后，包括44项研究，并进一步编码人口统计学，评估语言，对报告的残疾的描述，行为评估，和阅读理解评估。虽然结果与AVR模型一致，另外三个因素被确定为与DLD儿童的阅读理解能力显着相关：表达语言（口头和书面），阅读评估的问题类型，和语言障碍史。具体来说,表达性语言与阅读理解能力呈正相关，而解决的DLD显示出比持续性DLD更高的阅读理解能力。此外，患有DLD的儿童在理解基于推理的问题时可能面临额外的困难。这项研究为研究人员提供了因素，教育工作者,和临床专业人员在评估DLD患者的阅读理解时需要考虑。未来的研究应进一步探讨AVR因素对整个发展过程中阅读理解结果的相对重要性。
