Resource Library

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension.

This brief is a compilation of questions speech and language pathologists (SLPs) commonly ask, and the answers to those questions as provided by the Multilingual-Multicultural Affairs Committee of the International Association of Communication Sciences and Disorders.

A sample of 72 Spanish-speaking dual language learners (DLLs) in first and second grade completed measures of reading comprehension, decoding, vocabulary, and word-problem solving skills in Spanish and English.

A sample of over 1,000 English learners (ELs) whose home language was Spanish participated in this study. The authors used a longitudinal retrospective approach to study the percentage of grammatical utterances (PGU) in both Spanish and English the children used in retelling a story.

Does code-switching help or hurt bilingual children? This study investigated the effect codeswitching has on a large sample of school-aged (mean age is 7.78 years). The bilingual children were administered language measures in Spanish and English. Their verbal working memory (WM) was also assessed.

This study examined language use and language ability factors that predict phonological whole-word proximity in young Spanish-English-speaking children. Participants were 199 Latino children aged 3;0-6;6 (years;months) and their mothers.

This article proposes a conceptual model for the direct and indirect relations between the development of self-regulation and of language among DLLs in early childhood.

Do peers' languages influence dual language learners' (DLLs) and monolingual English-only (EO) speakers? A study with a group of DLLs and EOs in kindergarten provided evidence to support an affirmative response to this question.

This study compared children's receptive and expressive word learning using three types of media (i.e., print text, video, and electronic text) in kindergarten and fourth grade classrooms that included ELs and non-ELs.