Correlation of Language Assessment Batteries of Toddlers With Developmental Language Delay

Jin A Yoon,Shin Wook An,Ye Seul Choi,Jae Sik Seo,Seon Jun Yoon,Soo-Yeon Kim,Yong Beom Shin 대한재활의학회 2022 Annals of Rehabilitation Medicine Vol.46 No.5

Objective To analyze the correlation between standardized language assessment batteries of toddlers and developmental language delays.Methods A total of 319 children with suspected language developmental delays were enrolled in this study retrospectively. They underwent the Receptive and Expressive Vocabulary Test (REVT) for vocabulary development assessment and at least one of two language assessment batteries: The Sequenced Language Scale for Infants (SELSI) or the Preschool Receptive-Expressive Language Scale (PRES) for language development assessment. The correlation of the results for receptive and expressive language between the scales were analyzed. Results The participants were divided into two groups: SELSI and REVT (n=45) and PRES and REVT (n=273). When the children’s results were classified into groups (average, mild delay, and delay), receptive and expressive scores were significantly correlated with each other in both SELSI-REVT and PRES-REVT groups. In addition, the correlation of mean developmental age between tests are analyzed. In the SELSI-REVT group, there was weak correlation of mean developmental age between tests for receptive and expressive language. In the PRES-REVT group, there was a strong positive correlation of mean developmental age for receptive and expressive language in children aged >36 months. Attention deficits during the test was found to be the statistically significant factor affecting the differences between the tests. The odds ratios for receptive and expressive language were 2.60 (95% confidence interval,1.15–5.84) and 1.94 (95% confidence interval, 1.15–3.27), respectively. Conclusion This study examined the correlations and influencing factors between language development evaluation tools for toddlers. An integrated interpretation of comprehensive language and vocabulary evaluation tools may be possible in children older than 3 years of language developmental age.

학령기 언어발달 및 언어장애 문헌연구

진연선(Yeon Sun Jin),권유진(Eugene Kwon),이윤경(Yoonkyoung Lee) 한국언어청각임상학회 2008 Communication Sciences and Disorders Vol.13 No.4

배경 및 목적: 학령기 언어장애 비 율의 증가와 학문적 관심 증가로 인해 학령기 언어발달과 학령기 언어장애에 대한 관심이 커지고 있다. 본 연구에서는 국외와 국내의 언어병리학 분야에서 학술지에 발표된 논문을 분석하여 그 동안 의 연구를 종합하고 또한 추후 연구의 방향을 제시하고자 하였다. 방법: 1991년부터 2007년에 발표된 국내외 언어병리학 학술지를 중심으로 논문 선정 기준에 맞는 총 36편의 연구 논문을 선정하였다. 총 36편의 논문은 학령기 언어발달연구와 학령기 언어장애연구로 나누어 국외와 국내를 비교하였다. 결과: (1) 총 36편의 연구 논문 중, 국외 연구는 1991년부터 최근까지 총 29편, 국내 연구는 2002년을 시작으로 총 7편의 연구가 발표되었다. 국외논문의 경우 언어발달연구가 9편(31%)이었으며, 언어장 애 연구는 20편(69%)이었다. 국내연구의 경우 언어발달연구가 4편(57%)이었으며, 언어장애연구가 3편(43%)이었다. (2) 언어발달연구의 경우, 국외 연구는 초등학생(5편, 56%), 초등학생과 청소년(2편, 23%), 그리고 성인(1편, 21%)을 대상으로 하였으며, 언어영역별로는 담화(4편, 45%) 연구가 가장 많았 고 그 다음은 의미(3편, 33%), 문법(2편, 22%)영역 순이었다. 이에 반해 국내에서는 4편의 연구가 모두 초등학생을 대상으로 하였으며, 4편의 연구가 모두 담화 연구이었다. (3) 언어장애연구의 경우, 국외 논문은 단순언어장애를 대상으로 한 연구(11편, 55%)가 가장 많았고, 언어학습장애(5편, 25%), 언어장 애(3편, 15%), 학습장애(1편, 5%) 순으로 나타났다. 그리고 총 20편의 논문 중 담화(8편, 40%)영역에서 가장 많은 연구가 이루어졌고, 문법(7편, 35%), 화용(4편, 20%), 의미(1편, 5%)영역이었다. 반면 국내논 문은 단순언어장애(2편, 77%)와 학습장애(1편, 33%)를 대상으로 하였으며, 담화(1편, 33%)와 화용(2 편, 67%)영역에서 연구가 있었으나 의미와 문법영역에서는 연구가 없었다. 논의 및 결론: 연구결과를 바탕으로 국외 연구와 국내 연구를 비교하여 연구형태, 언어영역별로 요약하였고, 향후 국내에서 이 루어져야 할 후속연구의 방향을 제시하였다. Backgroud & Objectives: The purpose of this study was to review the recent research trend regarding language development and language disorders of school-aged children. Methods: We reviewed the articles published from 1991 to 2007 in the international and Korean journals that focus on speech-language pathology. A total of 36 articles were selected and divided into two research areas (language development and language disorders). The following information was extracted from each article and analyzed aspects of language, participants, research method, dependent variables, and major results. Results: (1) Of the 29 articles published abroad, nine (31%) focused on language development and 20 (69%) focused on language disorders. Of the seven articles published in Korea, four (57%) pertained to language development and three (43%) pertained to language disorders. (2) In the international articles pertaining to language development, the participants consisted of school-aged children (23%), school-aged children and adolescents (23%), and adults (21%). Most of the international articles focusing on the aspects of language development specifically analyzed discourse (45%) followed by semantics (33%) and grammar (22%). A of total four articles published in Korea analysed school-aged children, and they all focused on discourse studies. (3) In the articles on language disorders, the participants consisted of children with Specific Language Impairment (SLI)(55%), Language Learning Disability (LLD)(25%), Language Impairment (LI)(15%), and Language Disability (LD)(5%) in the international journals. Most of the international articles focusing on the aspects of language disorders specifically analyzed discourse (40%) followed by grammar (35%), pragmatics (20%), and semantics (5%). Participants in the Korean articles were children with SLI (77%) and LD (33%), and these articles focused on pragmatics (67%) and discourse (33%). Discussion & Conclusion: We discussed the results and suggested a direction for future research on language development and disorders of school-aged children.

The Clinical Features of Preschool Children With Speech and Language Disorder and the Role of Maternal Language

Hyeong Seop Kim,Heesuk Shin,Chul Ho Yoon,Eun Shin Lee,Min-Kyun Oh,Se-Woong Chun,Seung-Kyu Lim,Hoi Sik Min,Hayoung Byun 대한재활의학회 2021 Annals of Rehabilitation Medicine Vol.45 No.1

Objective To retrospectively review the characteristics of preschool children with speech and language disorders to determine their clinical features and compares the average degrees of language delay based on hospital visit purposes, language developmental delay causes, and maternal language. Methods One thousand one hundred two children (832 males, 270 females) with the chief complaint of language or speech problems who underwent language assessment for the first time were included. Their medical records, including demographic data, language environments, and family history of language problems and other developmental problems, were collected. Furthermore, the results of language and developmental assessments and hearing tests were collected. Results Among the children enrolled in this study, 24% had parental problems and 9% were nurtured by their grandparents. The average degree of language delay did not differ regarding purposes of hospital visits. The average degree of language delay was greatest in children with autism spectrum disorders and least in children with mixed receptive–expressive language disorders. In children with mothers who do not speak Korean as their native language, social quotients in the social maturity scale were less than 70. Conclusion Language environment is an essential factor that may cause speech and language disorders. Moreover, maternal language seems to affect the social quotient of the social maturity scale.

발달성 언어장애아의 임상적 고찰

김수진(Soo Jin Kim),김영훈(Young Hoon kim),이윤경(Yoon Kyung Lee),김동언(Dong Un Kim),한승훈(Seung Hoon Han),정승연(Seung Yun Chung),이인구(In Goo Lee),이익준(Ik Jun Lee),황경태(Kyung Tai Whang) 대한소아신경학회 2001 대한소아신경학회지 Vol.9 No.1

목적: 발달성 언어장애는 기질적인 요인 없이 언어발달에만 지연을 초래하는 질환으로 형에 따라 아무런 조치를 취하지 않아도 자연적으로 언어발달이 정상적으로 이루어지는 경우가 많으나 언어 지연이 학령기 연령까지 지속되는 경우에는 행동장애와 학습장애를 비롯하여 여러 가지 이차적 문제를 일으키기 때문에 조기발견과 치료를 위하여 소아과 의사가 지속적으로 관심을 가져야 한다. 본 연구는 언어 지연을 주소로 소아과 외래에 내원한 환아 중 정신지체, 청력장애, 유아자폐증, 구음장애 등의 기질적인 이상 없이 언어발달이 지연된 소아를 대상을 소아의 성별과 연령의 분포, 의미 있는 단어 출현의 시기 및 예후를 알아보고자 하였다. 방법: 1993년 3월부터 1997년 6월까지 가톨릭 의대 강남성모병원 소아발달 클리닉에 언어지체를 주소로 발달 및 언어검사를 받았던 171명의 소아 중 기질적 요인이 없는 발달성 언어장애를 보여 6개월 간에 추적관찰이 가능하였던 75명(남아 65명, 여아 10명)을 대상으로 하였다. 결과: 1) 대상환아 75명 중 남아가 86.7%, 여아가 13.3%로 남녀 비는 6.5:1이었으며 평균연령은 31.4개월로 24개월-35개월이 60%를 차지하였다. 2) 평균재태기간은 38.8주로 만삭아는 82.7%, 미숙아 17.3%이였다. 3) 가족력상 첫째는 82.7%, 둘째는 13.3%, 셋째는 4% 이었다. 4) 뇌 자기공명검사는 총 10명에서 시행하였는데 4명에서 이상소견을 보였으며 뇌파검사는 총 23명에서 시행하였는데 2명에서 이상소견을 보였다. 5) 의미있는 첫 단어의 평균 출현시기는 13.8개월 이었다. 6) Gesell 발달 검사상 각 영역 DQ가 70 미만인 환아는 운동영역 4%, 적응영역 17.3%, 언어영역 66.7%, 개인성 사회성영역 33.3%이었다. 7) REEL 언어 검사상 각 영역 DQ가 70 미만인 환아는 수용언어영역 70.7%, 표현언어영역 90.7%이었다. 8) 6개월 후에 추적 검사한 결과는 지속적인 언어지연을 보인 환아는 17.3%이었으며 정상적인 언어발달을 보인 환아는 82.7%이었다. 결론: 이상의 결과로 언어지연을 주소로 내원한 환아의 많은 수가 기질적 요인이 없는 발달성 언어장애였으며, 이중 대부분이 6개월에 시행한 추적검사에서 언어발달의 향상을 보였음을 알 수 있었다. Purpose: Children with developmental language disorder occupy considerable health care resources, particularly in the preschool ages. The exact size of problem for health planning remains somewhat problematic, as differences in reported estimates of prevalencies reflect the range of definitions used. In this study, we evaluated the clinical features of children with developmental language disorder and examined effctiveness of the Gesell Screening inventory and REEL scale to assess language development. Methods: The 171 children were involved in the study, they were referred to Child Development Clinic in Kangnam St. Mary's Hospital for evaluation of suspected language problem. Among the children, 75 cases between 15 and 54 months of age were included as developmental language disorder in this study. Results: 1) The mean age of subjects was 31.4 months and ratio of male to female was 6.5:1. 2) The mean gestational age of the subjects was 38.8 weeks. The proportion of full-term infants was 82.7% and the one of premature infants was 17.3%. 3) According to the birth ordering history, the proportion of the first baby was 82.7%, the one of second baby was 13.3% and the one of third baby was 4%. 4) Ten children had been checked up the MRI, four of them had abnormal findings, 23 children had been checked up the EEG and two of them showed abnormal findings. 5) The mean age of first spontaneous word with used meaning was 13.8 months. 6) According to the Gesell Screening Inventory, the proportion of children who had less than DQ 70 had showed 4% in motor sector, 17% in adaptive sector, 66.7% in language sector and 33.3% in personal social sector. 7) according to the REEL Scale, the proportion of children who had less DQ 70 had showed 70.7% of in receptive language sector and 90.7% in expressive language sector. 8) The proportion of the children who had been maintaining language disorder was 17.3% and that of those who showed normal linguistic development was 82.7% on the follow-up test 6 months later. Conclusion: The large proportion of the children who had language delay was developmental language disorder without organic problem. Most of them showed symptom improvement on the follow up test 6 months later.

Association Between the Language Development and Behavioral-Emotional Problems in Children With Ankyloglossia

이종환,김수일,이슬아,김태훈,은영규,이영찬 대한이비인후과학회 2023 대한이비인후과학회지 두경부외과학 Vol.66 No.7

Background and Objectives The study attempted to clarify the correlation between thedegree of behavioral-emotional problems and language development in patients with ankylo-glossia and to identify pre- and post-operative changes in pronunciation, language, and behav-ioral-emotional problems. Subjects and Method This prospective cohort study was conducted at a tertiary academiccenter. Patients with ankyloglossia exhibiting articulation disorders were divided into normaland language delay groups according to the degree of language development. Articulation wasevaluated using the Korean-specific Urimal Test of Articulation and Phonation (U-TAP), andlanguage development was evaluated using the Preschool Receptive-Expressive LanguageScale (PRES). The difference in the degree of behavioral-emotional development between thetwo groups was analyzed using the Strengths and Difficulties Questionnaire test. Moreover,changes in articulation, language development, and behavioral-emotional development scoreswere compared before and 3 months post-operatively in the two groups. Results Thirty patients with ankyloglossia were enrolled and classified into the normal group(n=11) and language delay group (n=19). Children of the language delay group exhibited signif-icantly delayed improvements in emotional symptoms compared to those in the normal group(2.55±1.0 4 vs. 1.68±1.49 in language delay vs. normal group, respectively; p=0.037). The U-TAP and PRES test scores were improved three months post-operatively in the entire group,but there was no significant difference after surgery when compared between the two groups. Conclusion Behavioral-emotional development was delayed in patients with ankyloglossiaaccompanied by language delay. Furthermore, articulation and language development im-proved three months after frenoplasty in all patients. However, behavioral-emotional develop-ment was delayed in patients with ankyloglossia accompanied by language delay.

Characteristics of metaphor and reasoning comprehension ability of school-aged children with language development delay

Eun Kyoung Lee 한국언어재활사협회 2022 Clinical Archives of Communication Disorders Vol.7 No.2

Purpose: This study compares the degree of metaphor and reasoning comprehension development of three groups by evaluating the metaphor and reasoning comprehension of children with language development delay, children with matching language age, and children with matching chronological age. Methods; The subjects of the study were 15 children with delayed language development, 15 children with matching chronological age, and 15 children with matching language age. In order to find out their understanding of metaphors and reasoning, the test was conducted by presenting a stimulus plan with three stimulation pictures on one panel in which a subject selects a corresponding picture from the three pictures according to the inspector’s verbal instruction. The test consists of 70 questions, and the stimulus picture of metaphor and reasoning comprehension consists of figurative, dictionary, and inappropriate content. Results: Metaphor and reasoning comprehension was tested with the contents of metaphor ability based on substantive objects and metaphor ability based on abstract objects, with the following results. First, there was a significant difference between these groups as a result of comparing the development of metaphor and reasoning comprehension of children with delayed language development, children with matching language age, and children with matching chronological age. Second, there was no difference in metaphor and inference comprehension between the children’s group with language development delay and the children’s group with matching chronological age as they both showed high performance and their metaphor and inference comprehension was homogeneous. Third, as a result of comparing the metaphorical abilities of the children’s group with language development delay and the other children’s groups, it was found that an intervention program is needed to improve the metaphor and reasoning comprehension of children with language development delay. In particular, it is necessary to develop an arbitration method, which focuses on conceptualizing light abstract ideas, to improve their metaphor and reasoning comprehension. Conclusions: Based on this result, systematic intervention according to the degree of development of metaphor and reasoning ability is necessary to improve the social communication ability of children with delayed language development.

언어발달장애아동의 구어발달을 위한균형적 언어교수법의 적용 가능성 탐색

류인혜,강창욱 한국청각언어장애교육학회 2012 한국청각·언어장애교육연구 Vol.3 No.2

The purpose of this study is to investigate the possibility of balanced language approach as alternative language instruction methods for children with developmental language disorders. Children who has a language problem needs an effective language instructions and therapies. These are divided three categories; pronounce based approach, mean based approach(whole language approach), and balanced language approach. The Balanced language approach that merged and made up the strength and weakness of both language approach is proven to effect literacy development positively. Literacy and oral language are simultaneously developed through connection and supplement each other. Oral language is the most effective way of communication, the base of early literacy. Especially, It also has relationship with thinking abilities and problem solving abilities, so a development of oral language is very important. Conclusionally, when a balanced language approach use for oral language teaching and therapy for children with language problem, because of the complementary relations of literacy development and oral development, it shows the possibilities of alternatives as them to get positive learning effectiveness. 본 연구의 목적은 균형적 언어교수법이 언어발달장애아동의 구어 발달을 위한 대안적 언어교수법으로서의 가능성을 탐색하는 데 있다. 언어발달에 문제가 있는 아동들은 언어 지도 및 치료를 필요로한다. 언어 지도 및 치료를 위한 교수법들은 시대에 따른 관점의 변화에 따라 발음중심 교수법, 총체적 교수법, 균형적 교수법으로 나뉜다. 이들 중 발음 중심 교수법과 총체적 교수법의 장․단점을통합․보완한 균형적 교수법이 선행연구들을 통해 문식성 발달에 긍정적인 영향을 미친다는 것이입증되었다. 문식성과 구어는 서로 연계되어 서로 통합적이며, 상보적으로 발달한다. 언어는 의사소통의 수단 중에 하나로서, 특히 구어는 의사소통의 가장 효율적인 수단이며, 초기 문식성의 기초가되고, 사고능력이나 문제해결 능력과도 연결되기 때문에 구어의 발달은 매우 중요하다고 할 수 있다. 따라서 문식성 발달과 구어 발달간의 상보적 관계는 균형적 언어교수법을 언어발달장애아동의 구어지도 및 치료에 적용하였을 때, 긍정적인 학습 효과를 얻을 수 있는 대안으로서의 가능성이 있음을보여주었다.

Pragmatic Language Characteristics of Children with Mild Intellectual Disabilities using Audio-VisualDiscourse Tasks (KOPLAC)

Hyunhee Kim(김현희),Young Tae Kim(김영태),Jung A Kim(김정아),Seungha Song(송승하) 한국언어청각임상학회 2018 Communication Sciences and Disorders Vol.23 No.2

Objectives: The purpose of this study is to investigate the pragmatic language characteristics of school-aged children with mild intellectual disabilities. To do so, this study examined general pragmatic competence and its sub-domains of pragmatic language. Methods: Thirty-six children participated in this study: 12 mild intellectual disabilities (ID group), 12 age-matched normally developing children (CA-TD), and 12 vocabulary age-matched children (LA-TD). The Korean Meta-Pragmatic Language Assessment for Children (KOPLAC) was used for pragmatic language assessment. It consists of three sub-domains: communication regulation, discourse and story information inferences, and meta-linguistic awareness. Results: CA-TD showed significantly higher performances than ID and LA-TD in communication regulations (conversation partner and communication context regulation) and the irony/metaphor task. However, there were no significant differences between ID and LA-TD. The results showed significant differences in performance on indirect expression tasks and reference language among the three groups. ID group showed significantly lower performance than CA-TD and LA-TD in the storytelling task. However, we found no significant differences between CA-TD and LA-TD in the storytelling task. Conclusion: The three groups showed significant differences in general pragmatic competence and the sub-domains of pragmatic language. These results imply that school-aged children with intellectual disabilities have weaker pragmatic language abilities. Based on these findings, children with intellectual disabilities may need more support to improve their pragmatic language abilities. The results also suggest that pragmatic language abilities may need to be considered when assessing and intervening with school-aged ID children. 배경 및 목적: 본 연구에서는 경도 지적장애 아동의 화용언어 특성을 고찰하기 위해 대화 및 이야기 화면으로 제시되는 시청각적 담화과제를 포함한 한국아동 메타-화용언어검사(KOPLAC)를 실시하여 총 정반응률과 하위영역에 따른 세 집단 간의 차이를 알아보고자 하였다. 방법: 본 연구에서는 경도 지적장애, 언어연령일치 일반, 생활연령일치 일반 총 36명의 아동을 대상으로 한국아동 메타-화용언어검사(KOPLAC)를 통해 의사소통 조율 과제, 담화 및 이야기정보 추론 과제, 상위언어인식 과제를 실시하였다. 세 연령 집단이 화용언어평가의 하위과제에 따라 어떠한 차이를 나타내는지를 알아보기 위해 일원분산분석을 실시하였고, 사후검정을 이용하여 유의한 차이를 보이는 세부영역 및 집단을 살펴보았다. 결과: 세 집단 간 화용언어 평가 총 정반응률 및 세부영역 모두에서 유의한 차이가 나타났다. 지적장애 아동이 가장 낮은 수행력을 보였는데, 이는 생활연령이 같은 일반아동 집단뿐만 아니라 언어연령이 같은 일반아동 집단과 비교하였을 때도 유의하게 낮은 것으로 나타났다. 논의 및 결론: 경도지적장애 아동은 화용언어 발달에 지연을 보이고 있다는 것을 확인할 수 있었으며, 화용언어의 발달은 또래상호작용, 성인기 이후의 사회적 관계에도 영향을 미치기 때문에 지적장애 아동의 언어능력을 평가하고 중재를 계획할 때 화용언어능력과 발달 특성을 고려해야 한다는 점을 시사한다.

발달성 읽기장애에 대한 인지언어적 중재 접근법: 예비 연구

백은진(Eun Jin Paek),Laura L. Murray 한국언어청각임상학회 2018 Communication Sciences and Disorders Vol.23 No.3

배경 및 목적: 작업 기억 훈련은 발달성 난독증을 가진 자들의 읽기능력 증진에 유익한 것으로 밝혀져 왔다. 그러나 언어 자극물을 작업기억 훈련에 직접적으로 사용하는 것이 읽기능력 증진에 어떠한 영향을 미치는지는 알려진 바가 없다. 또한, 각 개인의 언어 및 인지적 능력이 중재 효과에 대해 어떠한 영향을 미치는지도 불분명하다. 따라서 본 연구에서는 언어 자극물을 사용하는 새로운 인지언어적 중재 접근법의 효과에 대해 살펴보았다. 방법: 각 1명의 청소년과 성인 남성이 단일대상연구 실험에 참가하였다. 피험자는 전략 훈련에 더해, 6가지의 구어 작업기억 과제를 사용하여 중재를 받았다. 중재 전후의 언어 및 인지능력과 일반화 효과를 검증하기 위해, 피험자들에게 중재 전, 중재 직후, 그리고 중재 후 6주 뒤 일련의 공식검사를 시행하였다. 결과: 모든 피험자들이 훈련된 과제에서 수행력 향상을 보였으나, 피험자에 따라 각기 다른 양식을 보였다. 일반화 및 유지 효과 또한 관찰되었는데, 해독능력, 유창성, 그리고 읽기이해능력이 증진되었고, 주관적 효용 또한 보고되었다. 논의 및 결론: 본 연구 결과는 인지언어적 중재법이 발달성 난독증 증상에 효과가 있음을 뒷받 침하며, 발달성 읽기장애를 지닌 청소년 및 성인의 근거기반 중재를 위한 실증적 증거를 제공한다. efit from working memory (WM) training to improve reading skills. The effect of WM training using linguistic stimuli to additionally target reading processes, however, has not been explored yet. It is also unclear whether different cognitive-linguistic profiles lead to different treatment improvement and transfer patterns. Thus, the current study investigated the efficacy of a novel cognitive-linguistic treatment that utilizes word- and sentence-level stimuli with irregular spellings to address developmental reading disorders. Methods: One adolescent and one adult with developmental dyslexia participated and were trained with six types of basic and complex verbal WM tasks combined with strategy training. A singlecase experimental design was utilized to probe participants’ responses to the treatment protocol over time. To delineate baseline cognitive-linguistic profiles and transfer effects, a battery of formal tests and probe tasks was administered at pre-treatment, post-treatment, and 6-week follow-up. Results: Both participants showed improved performance on the training tasks, but across participants different patterns of improvements were observed. Transfer effects were observed in terms of decoding, fluency, and reading comprehension, and perceived benefits were reported. These gains were maintained at the 6-week followup. Conclusion: The current findings suggest that cognitive-linguistic intervention yields beneficial effects for developmental dyslexia and provides empirical evidence for evidencebased practice of clinicians who work with adolescents and adults with developmental reading disorders.

1990년 이후 이중언어 연구 동향 - 언어병리학 및 언어관련 학술지를 중심으로 -

이은주,김영태 한국언어치료학회 2010 言語治療硏究 Vol.19 No.2

최근 이중언어 환경 아동에 대한 연구가 활발히 진행되고 있다. 본 연구는 국내ㆍ외의 언어병리학 분야 및 언어관련 학술지에 발표된 논문을 분석하여 종합하고 또한 추후 연구의 방향을 제시하고자 하였다. 1990년부터 2009년까지 발표된 국내ㆍ외 언어병리학 및 언어학 관련 학술지를 중심으로 논문 선정 기준에 맞는 국내논문 총 12편과 국외논문 총 69편의 연구 논문을 선정하였다. 선정된 총 81편 연구 중 국외연구는 총 69편으로, 언어발달연구가 44편(64%), 언어장애연구가 25편(36%)으로 나타났다. 그리고 언어장애연구 25편 중 비교연구는 13편(52%), 평가는 4편(16%), 중재는 2편(8%) 그리고 문헌연구는 6편(24%)으로 나타났다. 국내 연구는 총 12편이었는데, 12편 모두가 언어발달과 관련된 것으로 나타났다. 연구결과를 바탕으로 국내ㆍ외 연구를 비교하여 연구대상, 연구영역별로 요약하였고, 향후 국내에서 이루어져야 할 후속연구의 방향을 제시하였다. The purpose of this study was to review recent research trends regarding bilingual studies. We reviewed articles published from 1990 to 2009 in international and Korean journals that focus on speech-language pathology. A total of 81 articles (69 international and 12 Korean) were selected and the following information was extracted and analyzed from each: aspects of language, participants, research method, independent variables, dependent variables, and major results. Of the 69 international articles, 44 (64%) focused on language development and 25 (36%) focused on language disorders. Of these 25 articles that focused on language disorders, 13 (52%) were comparative studies, 4 (16%) assessment studies, 2 treatment studies, and 6 (24%) reviews. Of the twelve articles published in Korea, all of them focused on language development. We discussed the results and suggested a direction for future research on language development and disorders with bilingual children.