The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment

Gibson, Todd A.; Peña, Elizabeth D.; Bedore, Lisa M.

doi:10.1044/2018_jslhr-l-16-0432

Cited by 13 publications

(2 citation statements)

References 51 publications

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“…Also in line with prior research of bilingual narrative development (Gibson et al, 2018), children performed significantly better on narrative comprehension (M = 6.17) than on narrative production (M = 4.46); thus, the main effect for mode was significant (F 1,12 = 21.27, p < .001) with a large effect size, η p 2 = .680. There also was a significant languageby-mode interaction (F 1,12 = 5.81, p = .037, η p 2 = .367).…”

Section: Topics In Language Disorders/october-december 2021supporting

confidence: 87%

Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder

Fiestas

Lugo-Neris

Pratt

et al. 2021

Topics in Language Disorders

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This pilot study evaluates the feasibility of an integrated intervention titled Language and Literacy Together developed to target semantic and narrative skills in bilingual children at risk for developmental language disorder (DLD). Thirteen first-grade bilingual children who scored in the risk range for DLD on the Bilingual English Spanish Oral Screener received intervention. Children completed pretest and posttest evaluations of semantics and narrative comprehension and production in Spanish and English. Intervention participants demonstrated significant gains in both semantics and narrative skills, in both the language of the intervention (Spanish) and in English. The largest gains were observed for Spanish narrative comprehension and English narrative production. The Spanish Language and Literacy Together intervention appears a feasible approach for improving bilingual children's semantic skills and supporting generalization to narrative comprehension and production skills, which underpin literacy. Gains in both languages suggest evidence of cross-language transfer.

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Section: Topics In Language Disorders/october-december 2021supporting

confidence: 87%

Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder

Fiestas

Lugo-Neris

Pratt

et al. 2021

Topics in Language Disorders

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“…Similarly, Trabasso et al (1992) found that English monolingual 4-year-olds, who did not spontaneously produce goals of story characters in their narratives, could give reasons why a character performed an action when explicitly probed. In a recent longitudinal study using the Test of Narrative Language (TNL; Gillam & Pearson, 2004), Gibson, Peña, and Bedore (2018) analysed English narratives from Spanish–English bilinguals with typical language development ( N = 20) and with language impairment ( N = 20) at age 6 and age 7. In the TNL story generation task with multiple pictures (the task most similar to the one used in the current study), the typically developing children performed consistently better in comprehension than in production across time points.…”

Section: Introductionmentioning

confidence: 99%

Comprehension and production of narrative macrostructure in Swedish: A longitudinal study from age 4 to 7

Lindgren

2019

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This article reports results from a longitudinal study from age 4 to 7 of comprehension and production of narrative macrostructure in Swedish monolingual children ( N = 17). Baby Birds/ Baby Goats from the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) were used to elicit narratives and ask comprehension questions at age 4;4, 5;10 and 7;4. Results showed a steep development from age 4;4 to 5;10 in both comprehension and production of macrostructure, but only some further development in comprehension to age 7;4. For the measures studied, children seem to reach a plateau around age 6. Consistent differences between comprehension and production (higher scores in comprehension) and between stories (higher scores on Baby Goats) were found across time points.

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Vocabulary Growth: Dual Language Learners at Risk for Language Impairment

Kan

Huang

Winicour

et al. 2020

Am J Speech Lang Pathol

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Purpose This research project examined the vocabulary growth patterns of typically developing (TD) Cantonese–English dual language learners (DLLs) and their peers who are at risk for language impairment. Method Two studies were done. Study 1 examined the concurrent validity of a pilot vocabulary screening measure, the Kai Ming Vocabulary Test, that was designed for Cantonese–English preschool DLLs. Participants were 53 preschool children who learned Cantonese as their first language (L1) and English as a second language (L2). Their scores on the Kai Ming Vocabulary Test were examined in relation to their language sample measures, including number of different words and mean length of utterance, in L1 and in L2. Study 2 examined the vocabulary growth patterns of 24 TD Cantonese–English DLL preschoolers and 24 DLLs who are at risk for language impairment (At-Risk group). Each child was tested 3 times during an academic year. Results Results of Study 1 showed that children's vocabulary scores ( n = 53) were significantly correlated with their language sample measures in each language. In Study 2, hierarchical linear models were used to compare the TD and At-Risk groups. Results showed that children in the At-Risk group had lower L1 receptive vocabulary scores and children in the TD group had relatively higher L2 expressive vocabulary gains. Conclusions Children who are at risk are likely to continue to have lower vocabulary knowledge compared to their TD peers. The growth trajectories of DLLs provide valuable information for early identification and intervention.

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The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment

Abstract: In early stages of L2 learning, bilingual children with PLI have an L2 receptive-expressive gap, but their typical development peers do not. Using a single picture during narrative generation might be advantageous for this population because it minimizes a receptive-expressive gap.

Cited by 13 publications

References 51 publications

Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder

Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder

Comprehension and production of narrative macrostructure in Swedish: A longitudinal study from age 4 to 7

Vocabulary Growth: Dual Language Learners at Risk for Language Impairment

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