Assessment and Intervention of Letter Knowledge With Children With Developmental Language Disorder: A Systematic Review

What is it about?

Children with Developmental Language Disorder (DLD) often experience difficulties learning to read and write. This review examined how researchers assess and teach five important letter knowledge skills: recognizing and identifying letter names, recognizing and identifying letter sounds, and writing letters. We found that research has focused mostly on children’s ability to produce letter names and sounds, while recognizing letters and writing letters have received less attention. These findings provide guidance for researchers and professionals who support children with DLD in developing early literacy skills.

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Why is it important?

This review offers a comprehensive examination of how letter knowledge is assessed and supported in children with Developmental Language Disorder. By looking across five distinct skills, letter name recognition, letter name identification, letter sound recognition, letter sound identification, and letter writing. This work reveals that research has largely emphasized producing letter names and sounds, while other important skills remain less explored. These findings identify key gaps in the field and provide a foundation for improving literacy assessment and support for children with DLD.

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