Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach 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 years old) children with developmental language disorder (DLD). The objective of this treatment method is to advance English vocabulary while supporting the ... Article
Article  |   December 21, 2017
Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach
Author Affiliations & Notes
  • Veronica Fierro
    Speech-Language Hearing: Sciences and Disorders, University of Kansas, Lawrence, KS
  • Holly L. Storkel
    Speech-Language Hearing: Sciences and Disorders, University of Kansas, Lawrence, KS
  • Disclosures
    Disclosures ×
  • Financial: Veronica Fierro has no relevant financial interests to disclose. Holly L. Storkel has no relevant financial interests to disclose.
    Financial: Veronica Fierro has no relevant financial interests to disclose. Holly L. Storkel has no relevant financial interests to disclose.×
  • Nonfinancial: Veronica Fierro has no relevant nonfinancial interests to disclose. Holly L. Storkel has no relevant nonfinancial interests to disclose.
    Nonfinancial: Veronica Fierro has no relevant nonfinancial interests to disclose. Holly L. Storkel has no relevant nonfinancial interests to disclose.×
Article Information
Development / Cultural & Linguistic Diversity / Language Disorders / Part 4
Article   |   December 21, 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, December 2017, Vol. 2, 194-202. doi:10.1044/persp2.SIG1.194
History: Received May 4, 2017 , Revised September 17, 2017 , Accepted October 19, 2017
Perspectives of the ASHA Special Interest Groups, December 2017, Vol. 2, 194-202. doi:10.1044/persp2.SIG1.194
History: Received May 4, 2017; Revised September 17, 2017; Accepted October 19, 2017

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 years 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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