Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabulary word learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In the control condition, small groups of children listened to an adult-read storybook, reading in English with incidental vocabulary exposure. In the treatment condition, a technology-enhanced English shared reading with Spanishbridging vocabulary instruction (TESB) was provided with adult mediation in an electronic book (e-book). TESB consisted of multiple vocabulary strategies including a preview of target vocabulary words and audio-recorded Spanish vocabulary definitions embedded throughout the e-book. Research suggests that even brief vocabulary interventions increase word learning (NICHHD, 2000), and accordingly, results have revealed that children make gains in both conditions through incidental exposure (Elley, 1989) and explicit vocabulary instruction (Biemiller and Boote, 2006). Significantly, more word learning gains were made in the TESB treatment condition than in the adult reading condition, as measured by researcher-developed tasks on English receptive knowledge and English naming performance. Significant pre-to post-test differences demonstrated modest growth. Educational implications are discussed, as even short interventions can lead to vocabulary gains using vocabulary strategies to support learning.

The presence of deafness in a family has the potential to affect all areas of family life. An understanding of the impact on family life is critical to addressing all components of the family system in early intervention. This review synthesizes the literature on deafness as it relates to four domains of family quality of life, including family interaction, family resources, parenting, and support for the child who is deaf. Implications for future research are discussed.

Purpose Family members' perceptions of their quality of life were examined following early identification of deafness in children. Method A questionnaire was used to solicit ratings of satisfaction from the family members of 207 children who were deaf and younger than 6 years of age. Results Results indicated that families were generally satisfied with the areas of family life surveyed. Descriptive analysis suggested lower satisfaction ratings in the area of emotional well-being. Families also reported that their child’s deafness had the largest impact on their emotional well-being. Family members of children using oral communication with a cochlear implant reported higher satisfaction with their child’s speech production and perception outcomes than family members of children using hearing aids alone. Implications We recommend that service providers and early hearing detection and intervention program coordinators consider additional supports for family well-being following the early identification of deafness in children.

ELLs from low socioeconomic backgrounds may be expected to perform lower in English compared with their monolingual English peers in kindergarten. Performance in Spanish at school entry may be useful in identifying children who require more intensive instructional support for English vocabulary growth. Findings substantiate the need for progress monitoring across the early school years.