Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment

Abstract

The current project sought to add to the limited body of research on treatment for native Spanish-speaking English language learners (ELLs) with language impairments. In particular, the current study explored the effectiveness of three bilingual treatment methods aimed at increasing the vocabulary knowledge of ELLs in English and Spanish. The goal was to find an appropriate treatment method that advances English and Spanish vocabulary while supporting an ELL’s bilingual abilities. Typically, ELLs with language impairment receive intervention only in the majority language (English) due to the limited availability of bilingual speech-language pathologists (SLPs). As a result, although gains may be made in English, the attrition of the first language (L1) may occur due to the lack of support of the L1 during treatment. In the current study, different combinations of English and Spanish were utilized in order to get closer to determining the most appropriate amount or intensity of the L1 to use as a means to increase an ELL’s English and Spanish vocabulary knowledge. Native Spanish-speaking preschool-aged ELLs with language impairments participated in a storybook-reading intervention study aimed at increasing vocabulary knowledge. The children were randomized into one of three bilingual treatment groups, which included two blocking conditions and a bridging condition. Treatment took place three to four days per week for a total of 26 sessions. In both blocking conditions, the language of intervention (Spanish/English) alternated on each day. In one blocking condition (Blocking: English First), English was used on the first day, followed by Spanish in day two, English on day three, and Spanish on day four. The other blocking condition (Blocking: Spanish First) was the opposite of the first one and, therefore, began with Spanish on day one. The Bridging condition consisted of treatment provided in English and Spanish during each session, with the percentage of each language use alternating on each day, such that on days one and three, approximately 75% Spanish and 25% English were used, and on days two and four, approximately 75% English and 25% Spanish were used. Measurements of the children’s vocabulary knowledge were taken in English and Spanish immediately after each session to determine how much vocabulary learning took place in both languages. The results of the current study suggest that the Blocking: Spanish First condition was ineffective at increasing vocabulary knowledge in English and Spanish, the Blocking: English First condition was effective at increasing vocabulary knowledge in English only, and the Bridging condition was the most effective at promoting vocabulary growth in both English and Spanish in ELL preschoolers with SLI.