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

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    Authors’ accepted peer-reviewed manuscript. (502.5Kb)
    Issue Date
    2017-12-21
    Author
    Storkel, Holly L.
    Fierro, Veronica
    Publisher
    American Speech-Language-Hearing Association (ASHA)
    Type
    Article
    Article Version
    Scholarly/refereed, publisher version
    Metadata
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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.
    URI
    http://hdl.handle.net/1808/25945
    DOI
    https://doi.org/10.1044/persp2.SIG1.194
    Collections
    • Word & Sound Learning Lab Scholarly Works [54]
    Citation
    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

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    KU Libraries
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    785-864-8983

    KU Libraries
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    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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