Purpose: Language Sample Analysis (LSA) is a prominent method in researching language development and is also used in clinical practice in the speech-language pathology (SLP) discipline. This scoping review aims to describe current contributions of research on LSA methodology, identify research gaps and explore areas of future advancement of LSA methodology related to its five components: determining the sample length/size, collecting, transcribing, coding and analyzing the sample. Methods: A scoping review was conducted of studies on LSA methodology published between 2010–2020 that focused on preschool children. Relevant electronic databases and research platforms were searched using the PRISMA method for data identification, screening, selection and extraction. Results: Of the 213 identified studies, 61 met the inclusion criteria, covering all aspects of the LSA process. Overall, a wide variability in study designs and research foci were found, reflecting the broad applicability of LSA. The two LSA aspects addressed most frequently are the first and last of the five LSA components: determining the length (or size) of the language sample and analyzing the sample. The methodological variability hinders the comparison of evidence and drawing implications which negatively impacts on research and clinical SLP practice. Conclusions: Besides expanding research on LSA for multilingual children and establishing LSA guidelines for specific contexts, age groups and language backgrounds, it appears as if technological development, particularly in the (semi)automatic transcription, coding and analysis of child language, holds promise to improve LSA applicability and efficiency.
Purpose: Language Sample Analysis (LSA) is a prominent method in researching language development and is also used in clinical practice in the speech-language pathology (SLP) discipline. This scoping review aims to describe current contributions of research on LSA methodology, identify research gaps and explore areas of future advancement of LSA methodology related to its five components: determining the sample length/size, collecting, transcribing, coding and analyzing the sample. Methods: A scoping review was conducted of studies on LSA methodology published between 2010–2020 that focused on preschool children. Relevant electronic databases and research platforms were searched using the PRISMA method for data identification, screening, selection and extraction. Results: Of the 213 identified studies, 61 met the inclusion criteria, covering all aspects of the LSA process. Overall, a wide variability in study designs and research foci were found, reflecting the broad applicability of LSA. The two LSA aspects addressed most frequently are the first and last of the five LSA components: determining the length (or size) of the language sample and analyzing the sample. The methodological variability hinders the comparison of evidence and drawing implications which negatively impacts on research and clinical SLP practice. Conclusions: Besides expanding research on LSA for multilingual children and establishing LSA guidelines for specific contexts, age groups and language backgrounds, it appears as if technological development, particularly in the (semi)automatic transcription, coding and analysis of child language, holds promise to improve LSA applicability and efficiency.
INTRODUCTION METHODS RESULTS DISCUSSION CONCLUSIONS
