Spelling difficulties often occur in children with Developmental Language Disorder (DLD), the extent and drivers of these difficulties are underspecified. Meta-analyses were conducted to address this gap. We identified child-based factors (age, language spoken, profile of difficulties) and task-based factors (text production or dictation) as potential moderators of the impact of DLD on spelling performance. 32 studies were analyzed, including 984 children with DLD. Large differences between the spelling of children with DLD and their age-matched peers were found. The average mean effect size was-1.42, (95%CI [-1.60,-1.24]). Heterogeneity was large. Effect size estimates were larger when participants had additional phonological or reading difficulties than when they did not. No differences were found between participants with DLD and their language-matched peers. The results are discussed with respect to the underlying processes that impact on spelling across languages. Specific recommendations for future studies are made.

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