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Storybooks with bilingual cues increase vocabulary of English-learners with language delays
What is it about?
This research is a contribution to the existing literature supporting culturally and linguistically sensitive interventions for bilingual school-aged students with developmental language disorders. It highlights the efficiency of a simple, yet effective, literacy-based approach (shared book reading) that supports both English and home-language growth.
Why is it important?
The results of this research support the notion that by selecting appropriate books and specific target vocabulary -with the collaboration of bilingual school staff, or family members, or aided by the use of technology if necessary- school-based speech-language pathologists (SLP) could offer an effective intervention that promotes the successful acquisition and retention of English vocabulary while supporting the language spoken at home and the community.