Effective Whole Class Oral Language Interventions and Strategies for Students with Developmental Language Disorder: A Systematic Review
- Forfatter(e)
- Armstrong, R., Schimke, E., Ziegenfusz, S., Faragher, R., Scarinci, N.
- År
- 2026
- Tidsskrift
- Autism & Developmental Language Impairments
- Volum
- 11
- Sider
- 23969415261457433
- Kategori(er)
- Språk og motorikk
- Tiltakstype(r)
- Skole/barnehagebaserte tiltak
- Abstract
Background
Developmental Language Disorder (DLD) is one of the most common neurodevelopmental disorders, affecting an estimated two students in every class of 30. Due to the importance of language for learning, students with DLD are at heightened risk for difficulties in the classroom and require high quality teaching and support. Despite this need, there is a lack of systematic evidence for whole class interventions and strategies targeting this population. Further, teachers and other professionals frequently rely on internet searches to identify ways to support students with DLD in the classroom, yet the quality and evidence of these online sources remain unclear.
Aims
The aims of this study were to: (1) systematically review peer-reviewed research on the effectiveness of whole class oral language interventions and strategies to support students with DLD, and (2) compare this evidence with recommendations from nonpeer-reviewed online sources.
Methods
A systematic review was conducted involving comprehensive searches of eight databases for relevant peer-reviewed studies, followed by a narrative synthesis of findings. A parallel search of internet sources (via Google) was conducted to identify nonpeer-reviewed online sources. Identified strategies from internet sources were coded, categorized using content analysis and compared with the peer-reviewed evidence.
Results
Eleven peer-reviewed studies met criteria for inclusion and provided evidence of improvements in oral language, vocabulary, grammar, and idiom comprehension, with most interventions delivered at set intervals and across tiers of support. Internet sources (n = 32) included strategies across seven key categories; however, many commonly recommended strategies have not been examined for their effectiveness in peer-reviewed research at the whole-class level or when embedded across the school day.
Conclusions
This review highlights evidence-based strategies to support students with DLD in whole-class settings. However, notable gaps remain between online recommendations and the peer-reviewed evidence base, particularly regarding the effectiveness of commonly recommended strategies when implemented by teachers across the school day. Addressing these gaps is critical to ensuring that classroom practices for students with DLD are supportive and evidence-informed.