Decoding and Reading Comprehension in Children with Developmental Language Disorder: A Scoping Review

Abstract

Developmental Language Disorder (DLD) is characterized by persistent language difficulties that frequently extend to reading. This scoping review synthesized evidence on the reading performance of school-aged children with DLD (7–12 years), focusing on decoding (accuracy and fluency) and reading comprehension at both literal and inferential levels. Following JBI and PRISMA-ScR guidelines, searches were conducted in PubMed, EMBASE, Cochrane, Web of Science, and Scopus. Nineteen studies were included (12 cross-sectional and 7 longitudinal). Most studies reported decoding difficulties, although these appeared less pronounced in transparent orthographies. Within decoding, accuracy was more affected than fluency. Fluency was less frequently studied and generally appeared relatively preserved, except in cases of comorbidity with dyslexia. Reading comprehension was consistently reduced, with greater difficulties in inferential than in literal processes. Longitudinal studies showed that although children with DLD improve their reading over time, they continue to lag behind typically developing peers. Overall, the evidence suggests a reading profile characterized by reduced decoding accuracy and difficulties in inferential comprehension. As this is a scoping review, causal relationships cannot be established; however, the findings highlight the need for interventions targeting both decoding and reading comprehension, particularly decoding accuracy and inferential comprehension.