PURPOSE Language sample analysis (LSA) is a commonly recommended method of assessment for bilingual children. This systematic review and meta-analysis provides a comprehensive overview of the literature on the use of LSA to differentiate between developmental language disorder (DLD) and typical language (TL) in bilingual children. METHOD We conducted a search of several large electronic databases along with forward and backward searches and applied abstract and full-text screening procedures to identify all relevant studies. We then estimated standardized mean differences, representing the ability of LSA to differentiate between DLD and TL, using multilevel model and subgroup and moderator analyses to identify characteristics of LSA that may be associated with differences in effect size magnitude. We conducted assessments of publication bias and risk of bias by examining quality indicators for each study. RESULTS The search yielded 35 articles that met the inclusion criteria. Participants ranged in age from 2;0 (years;months) to 11;9, with over 40 languages represented. Across studies, the pooled standardized mean difference indicated that children with DLD performed 0.78 SD lower on LSA measures than those with TL. Measures of morphosyntactic accuracy exhibited the largest pooled effect size. Elicitation method, language of task, and age were not associated with differences in effect size. DISCUSSION Results of this study provide evidence of the clinical utility of LSA in differentiating between DLD and TL in bilingual children. Further research is needed to examine classification accuracy as well as task characteristics that may improve its diagnostic utility.

中文翻译：

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使用语言样本分析区分双语儿童发育性语言障碍与典型语言：系统评价和荟萃分析。


目的 语言样本分析 （LSA） 是通常推荐的双语儿童评估方法。本系统评价和荟萃分析全面概述了使用 LSA 区分双语儿童发育性语言障碍 （DLD） 和典型语言 （TL） 的文献。方法 我们对几个大型电子数据库进行了检索，并进行了向前和向后检索，并应用了摘要和全文筛选程序来确定所有相关研究。然后，我们使用多级模型和亚组以及调节器分析来估计标准化平均差，代表 LSA 区分 DLD 和 TL 的能力，以确定可能与效应大小差异相关的 LSA 特征。我们通过检查每项研究的质量指标来评估发表偏倚和偏倚风险。结果 检索到35篇符合纳入标准的文章。参与者的年龄从 2 岁;0 （年;月）到 11;9 个，代表 40 多种语言。在研究中，合并标准化均数差表明，DLD 患儿在 LSA 测量上的表现比 TL 患儿低 0.78 SD。形态句法准确性的测量表现出最大的合并效应量。引出方法、任务语言和年龄与效应大小的差异无关。讨论 本研究的结果提供了 LSA 在区分双语儿童 DLD 和 TL 方面的临床效用的证据。需要进一步的研究来检查分类的准确性以及可能提高其诊断效用的任务特征。