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Interactive book reading to accelerate word learning in bilingual children with developmental language disorder: A preliminary intervention approach

Storkel, Holly L.
; 
Fierro, Veronica
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Abstract
This article will describe a bilingual preliminary treatment method currently being utilized in a clinical research study to teach vocabulary to bilingual (Spanish/English) preschool aged (four to six year-old) children with Developmental Language Disorder (DLD). The objective of this treatment method is to advance English vocabulary while supporting the native language abilities of English Learners (ELs). In this bilingual treatment method, Spanish and English are used within the session, which includes the reading of books in English and Spanish and the teaching of vocabulary in English and Spanish.
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Date
2017-12-21
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American Speech-Language-Hearing Association (ASHA)
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Word & Sound Learning Lab Scholarly Works
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Authors’ accepted peer-reviewed manuscript.
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Fierro, V. & Storkel, H. L. (2017). Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach. Perspectives of the ASHA Special Interest Groups, 2 (SIG 1), 194–202. doi: 10.1044/persp2.SIG1.194
URI
https://hdl.handle.net/1808/25945
DOI
10.1044/persp2.SIG1.194
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