ERIC Number: EJ885251
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 0
Language Outcomes of School-Aged Internationally Adopted Children: A Systematic Review of the Literature
Scott, Kathleen A.
Topics in Language Disorders, v29 n1 p65-81 Jan-Mar 2009
Growing evidence suggests that, as a group, many internationally adopted children catch up to their peers in terms of their language development by the time they reach their school-age years. Although this appears to be particularly true for children adopted during the first few years of life, it is not true for all internationally adopted children. Therefore, questions persist as to why it is that some children demonstrate favorable progress and good language outcomes by the school-age years and yet others do not. This article presents a systematic review of the available research on the oral and written language skill development of school-aged children who were internationally adopted. Computerized database searches uncovered 16 studies that examined language skills of internationally adopted children during the school-age years. A comprehensive review of the studies is provided and clinical implications regarding assessment and treatment are discussed. Specifically, this review found three studies that reported language difficulties by the time the adoptees had reached the school-age years, nine studies that reported good language outcomes by the school-age years, and four studies that reported mixed findings.
Descriptors: Written Language, Language Skills, Adoption, Skill Development, Language Acquisition, Literature Reviews, Oral Language, Research Reports, Children, Foreign Countries, Speech Language Pathology, Child Development, Communication Disorders, Disability Identification
Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: firstname.lastname@example.org; Web site: http://www.lww.com
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education
Authoring Institution: N/A