<![CDATA[Background: Developmental Language Disorder is an internationally recognized diagnostic term for people who have difficulty understanding and using language. The diagnostic criteria relate to lifelong difficulties that have a functional impact on daily life and cannot be explained by biomedical conditions (e.g., Autism, Deaf/Hard of Hearing). The term 'developmental' refers to the fact that the disorder is present from childhood, rather than being an acquired condition (Bishop et al., 2017). Objectives: To analyze pragmatic abilities in children with DLD and learning materials for scientific research writing, while also providing additional information regarding pragmatic abilities in children with DLD. Methods: This study is a systematic review. This study used data from previous studies. This quantitative systematic review combined the findings of various independent studies and produced a statistical summary of the findings (Last, 2001 in Murti, 2018). Results: Children with DLD exhibit intellectual difficulties that are intertwined with language problems, with cognitive abilities being the primary component of communication. Conclusion: Semantic-pragmatic communication skills constitute the core impairment in the narratives of children with DLD. Pragmatic difficulties and deficits in global executive function are present compared to children with typical development. Keywords: Pragmatic Language, DLD, Systematic review]]>
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