Vocabulary Intervention for Bilingual Children with Specific … · 2019-06-27 · Vocabulary...
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Vocabulary Intervention for Bilingual Children with Specific Language Impairment: A Review of Existing Literature Jessie Bereda, BA, Li Sheng, Ph.D. v Specific language impairment (SLI, currently referred to as developmental language disorder, DLD) affects 7-8% of children in kindergarten (NIDCD, 2017). Various aspects of language may be impacted, including the timely acquisition of vocabulary. v Typically developing bilingual children may similarly present with diminished vocabularies in either of their languages, an effect referred to as distributed knowledge (Oller, Pearson, & Cobo-Lewis, 2007). v Bilingual children with SLI may consequently present with greater vocabulary deficits than either group alone. Lexical development can be further inhibited by lack of exposure to rich language input in home and/or school environments (Simon-Cereijido, 2015). Intervention targeting lexical development in this population is critical, as vocabulary skills may functionally impact social communication, literacy, and future academic achievement (McGregor & Duff, 2014). v This project seeks to evaluate the efficacy of vocabulary interventions implemented with bilingual children at risk for or diagnosed with SLI. Five databases (ERIC, PubMed, PsycINFO, Web of Science, Taylor & Francis Online) were searched using search terms “bilingual” AND “vocabulary intervention” at two time points. The following inclusionary criteria were used: v Included bilingual children (of any language background) with or at risk for SLI v Included pre- and post- intervention measures of vocabulary 309 articles screened by title and abstract, 9 selected. v 7 peer-reviewed articles v 2 doctoral dissertations Articles were grouped by type of research questions asked to yield the most appropriate comparison. v Two studies compared bilingual intervention vs. no intervention (Simon-Cereijido & Gutiérrez- Clellen, 2014; Tysbina & Eriks-Brophy, 2010). Ø Intervention group showed vocabulary gains while control group did not. v Four studies compared bilingual vs. monolingual intervention (Rau, 2014; Restrepo, Morgan, & Thompson, 2013; Thordardottir, Cloutier, Ménard, Pelland-Blais, & Rvachew, 2015; Thordardottir, Weismer, & Smith, 1997). Ø Bilingual intervention is as effective as monolingual intervention (Thordardottir et al., 2015; 1997), with added benefit of first language support (Restrepo et al., 2013). v Whenever possible, clinicians should aim for bilingual intervention when working with clients who are developing skills in two languages. v Although further evidence is needed, one study suggested that parents can be trained in delivering intervention in L1 (Thordardottir et al., 2015). v Three studies compared order of languages within a bilingual intervention (Fierro, 2017; Lugo-Neris, Bedore, & Peña, 2015; Perozzi, 1985). Ø It is unclear which order of languages is most effective. v Studies with stronger methodology (e.g., increased sample size, reported intervention procedures for replication) are warranted. Introduction Method Results & Discussion References • Fierro, V. (2017). Interactive book reading to accelerate word learning in bilingual children with specific language impairment (Doctoral dissertation). Retrieved from University of Kansas. (180826007) • Lugo-Neris, M., Bedore, L., & Peña, E. (2015). Dual language intervention for bilinguals at risk for language impairment. Semin Speech Lang, 36(2), 133-142. • McGregor, K. K., & Duff, D. (2014). Promoting diverse and deep vocabulary development. In T. Ukrainetz (Ed.), School-age language intervention: evidence-based practices. (pp. 247-278). Austin, TX: Pro-ed. • National Institute on Deafness and Other Communication Disorders. (2017). Specific language impairment. Retrieved from https://www.nidcd.nih.gov/health/specific- language-impairment • Oller, D., Pearson, B., & Cobo-Lewis, A. (2007). Profile effects in early bilingual language and literacy. Appl Psycholinguist, 28(2), 191-230. • Perozzi, J. (1985). A pilot study of language facilitation for bilingual, language- handicapped children: Theoretical and intervention implications. The Journal of Speech and Hearing Disorders, 50(4), 403-406. • Rau, A. M. (2014). Comparing vocabulary treatment effects for young Spanish-English bilinguals with language impairment (Doctoral dissertation). Retrieved from New Mexico State University. (90436301) • Restrepo, M., Morgan, G., & Thompson, M. (2013). The efficacy of a vocabulary intervention for dual-language learners with language impairment. Journal of Speech, Language, and Hearing Research: Jslhr, 56(2), 748-765. • Simon-Cereijido, G. (2015). Preschool language interventions for latino dual language learners with language disorders: What, in what language, and how. Semin Speech Lang, 36(2), 154-164. • Simon-Cereijido, G., & Gutiérrez-Clellen, V. (2014). Bilingual education for all: Latino dual language learners with language disabilities. International Journal of Bilingual Education and Bilingualism, 17(2), 235-254. • Thordardottir, E., Cloutier, G., Ménard, S., Pelland-Blais, E., & Rvachew, S. (2015). Monolingual or bilingual intervention for primary language impairment? A randomized control trial. Journal of Speech, Language, and Hearing Research: Jslhr, 58(2), 287-300. • Thordardottir, E., Weismer, S., & Smith, M. (1997). Vocabulary learning in bilingual and monolingual clinical intervention. Child Language Teaching and Therapy, 13(3), 215-227. • Tysbina, I., & Eriks-Brophy, A. (2010). Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary development. Journal of Communication Disorders, 43(6), 538-556.
Transcript of Vocabulary Intervention for Bilingual Children with Specific … · 2019-06-27 · Vocabulary...
Vocabulary Intervention for Bilingual Children with Specific Language Impairment: A Review of Existing Literature
Jessie Bereda, BA, Li Sheng, Ph.D.
vSpecific language impairment (SLI, currently referred to as developmental language disorder, DLD) affects 7-8% of children in kindergarten (NIDCD, 2017). Various aspects of language may be impacted, including the timely acquisition of vocabulary.
vTypically developing bilingual children may similarly present with diminished vocabularies in either of their languages, an effect referred to as distributed knowledge (Oller, Pearson, & Cobo-Lewis, 2007).
vBilingual children with SLI may consequently present with greater vocabulary deficits than either group alone. Lexical development can be further inhibited by lack of exposure to rich language input in home and/or school environments (Simon-Cereijido, 2015). Intervention targeting lexical development in this population is critical, as vocabulary skills may functionally impact social communication, literacy, and future academic achievement (McGregor & Duff, 2014).
vThis project seeks to evaluate the efficacy of vocabulary interventions implemented with bilingual children at risk for or diagnosed with SLI.
Five databases (ERIC, PubMed, PsycINFO, Web of Science, Taylor & Francis Online) were searched using search terms “bilingual” AND “vocabulary intervention” at two time points. The following inclusionary criteria were used:
v Included bilingual children (of any language background) with or at risk for SLI
v Included pre- and post-intervention measures of vocabulary
309 articles screened by title and abstract, 9 selected.v 7 peer-reviewed articlesv 2 doctoral dissertations
Articles were grouped by type of research questions asked to yield the most appropriate comparison.
vTwo studies compared bilingual intervention vs. no intervention (Simon-Cereijido & Gutiérrez-Clellen, 2014; Tysbina & Eriks-Brophy, 2010).Ø Intervention group showed vocabulary gains while control group did not.
vFour studies compared bilingual vs. monolingual intervention (Rau, 2014; Restrepo, Morgan, & Thompson, 2013; Thordardottir, Cloutier, Ménard, Pelland-Blais, & Rvachew, 2015; Thordardottir, Weismer, & Smith, 1997). Ø Bilingual intervention is as effective as monolingual intervention (Thordardottir et al.,
2015; 1997), with added benefit of first language support (Restrepo et al., 2013). vWhenever possible, clinicians should aim for bilingual intervention when working
with clients who are developing skills in two languages. vAlthough further evidence is needed, one study suggested that parents can be
trained in delivering intervention in L1 (Thordardottir et al., 2015).
v Three studies compared order of languages within a bilingual intervention (Fierro, 2017; Lugo-Neris, Bedore, & Peña, 2015; Perozzi, 1985).Ø It is unclear which order of languages is most effective. v Studies with stronger methodology (e.g., increased sample size, reported
intervention procedures for replication) are warranted.
Introduction Method Results & Discussion
References• Fierro, V. (2017). Interactive book reading to accelerate word learning in bilingual
children with specific language impairment (Doctoral dissertation). Retrieved from University of Kansas. (180826007)
• Lugo-Neris, M., Bedore, L., & Peña, E. (2015). Dual language intervention for bilinguals at risk for language impairment. Semin Speech Lang, 36(2), 133-142.
• McGregor, K. K., & Duff, D. (2014). Promoting diverse and deep vocabulary development. In T. Ukrainetz (Ed.), School-age language intervention: evidence-based practices. (pp. 247-278). Austin, TX: Pro-ed.
• National Institute on Deafness and Other Communication Disorders. (2017). Specific language impairment. Retrieved from https://www.nidcd.nih.gov/health/specific-language-impairment
• Oller, D., Pearson, B., & Cobo-Lewis, A. (2007). Profile effects in early bilingual language and literacy. Appl Psycholinguist, 28(2), 191-230.
• Perozzi, J. (1985). A pilot study of language facilitation for bilingual, language-handicapped children: Theoretical and intervention implications. The Journal of Speech and Hearing Disorders, 50(4), 403-406.
• Rau, A. M. (2014). Comparing vocabulary treatment effects for young Spanish-English bilinguals with language impairment (Doctoral dissertation). Retrieved from New Mexico State University. (90436301)
• Restrepo, M., Morgan, G., & Thompson, M. (2013). The efficacy of a vocabulary intervention for dual-language learners with language impairment. Journal of Speech, Language, and Hearing Research: Jslhr, 56(2), 748-765.
• Simon-Cereijido, G. (2015). Preschool language interventions for latino dual language learners with language disorders: What, in what language, and how. Semin Speech Lang, 36(2), 154-164.
• Simon-Cereijido, G., & Gutiérrez-Clellen, V. (2014). Bilingual education for all: Latino dual language learners with language disabilities. International Journal of Bilingual Education and Bilingualism, 17(2), 235-254.
• Thordardottir, E., Cloutier, G., Ménard, S., Pelland-Blais, E., & Rvachew, S. (2015). Monolingual or bilingual intervention for primary language impairment? A randomized control trial. Journal of Speech, Language, and Hearing Research: Jslhr, 58(2), 287-300.
• Thordardottir, E., Weismer, S., & Smith, M. (1997). Vocabulary learning in bilingual and monolingual clinical intervention. Child Language Teaching and Therapy, 13(3), 215-227.
• Tysbina, I., & Eriks-Brophy, A. (2010). Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary development. Journal of Communication Disorders, 43(6), 538-556.
