HOME    
   ABOUT SRCLD    
     :: History    
     :: Committees    
     :: Contact Us    
   CALL FOR PAPERS    
     :: Guidelines    
     :: Online Submission    
     :: Poster Preparation    
   REGISTRATION    
     :: Guidelines    
     :: Online Registration    
   PROGRAM    
     :: Schedule    
     :: Tutorial    
     :: Oral Presentations    
     :: Invited Speakers    
     :: Poster Presentations    
   MY AGENDA    
     :: Instructions    
     :: My Agenda    
   ACCOMMODATIONS    
     :: General Information    
     :: Lodging    
     :: Directions/Parking    
     :: Convention Center    
   TRAVEL AWARDS    
     :: General Information    
     :: Online Application    
   PUBLISHERS    
     :: Become An Exhibitor    
     :: Recent Publications    
   SEARCH    
     :: Past SRCLDs    
     :: Search    
 SRCLD Presentation Details 

  Title  
       
    English-only or dual language education? The case of language and literacy skills of bilingual children with and without DLD  
Author(s)
Ashley Adams - University of California, Irvine
Lourdes Martinez-Nieto - University of Wisconsin, Whitewater

SRCLD Info
SRCLD Year: 2020
Presentation Type: Special Session
Presentation Time: Fri, May 29, 2020 at 02:00 PM
Abstract View Full Summary
Speech-language pathologists often are asked whether bilingual education is confusing for bilingual children with developmental language disorder (DLD). Fifty-six bilingual, elementary-school-aged children (28 with DLD; 28 with typical language) in either English-only education (n=37) or dual language education (n=19) were included in this study. Measures included CELF-IV English and Spanish, frog story retells in English and Spanish, and decoding and reading comprehension in English. Results demonstrated that in terms of English and Spanish MLU, NDW, and ungrammaticality and literacy outcomes including decoding and comprehension there were no statistically significant negative impacts of dual language education on bilingual children with typical language or DLD. On the contrary, both groups had stronger English reading comprehension outcomes when they were in dual language education and bilingual children with DLD had longer utterances in English when they were in dual language education. Parents and teachers need not be worried that bilingual education will confuse their bilingual children with DLD and SLPs should advocate for bilingual education for these students. Funding for this research was provided by the National Science Foundation, Award #1324807.

Author Biosketch(es)

 

 

Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders