Reading comprehension intervention in populations with developmental language disorder: A scoping review.

The review is a scoping review, not a systematic review or meta-analysis, so it maps the field rather than quantifying effect sizes or definitively ranking interventions. Included studies had highly variable dosages, intensities, and durations, making it difficult to determine the optimal amount of intervention needed. Most studies involved young children (learning-to-read stage) and monolingual English speakers, limiting generalizability to adolescents or multilingual children with DLD. Risk of bias was present in many studies, including a lack of blinded assessment and few studies reporting power analyses. Standardized outcome measures may not fully capture nuanced reading comprehension changes in children with DLD.

The authors declare no conflicts of interest.

Do not interpret the consistent gains in vocabulary and morphology interventions as proof that these are the only or best approaches for all children with DLD. The evidence base is heterogeneous, with many small, unblinded studies and varying dosages, so no single intervention type is definitively proven superior for reading comprehension outcomes.