Bilingual and Home Language Interventions With Young Dual Language Learners: A Research Synthesis
| Autor: | Theresa L. Kohlmeier, Emily M. Lund, Lillian K. Durán, Daphne Hartzheim, Vicki Simonsmeier |
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| Rok vydání: | 2016 |
| Předmět: |
Linguistics and Language
Psychological intervention Multilingualism Language Development Language and Linguistics Speech and Hearing Language assessment Mathematics education Humans 0501 psychology and cognitive sciences Child Neuroscience of multilingualism Language Language Disorders Comprehension approach 05 social sciences 050301 education Home Care Services Linguistics Language development Child Preschool Language Therapy Developmental linguistics Psychology 0503 education Natural language 050104 developmental & child psychology |
| Zdroj: | Language, Speech, and Hearing Services in Schools. 47:347-371 |
| ISSN: | 1558-9129 0161-1461 |
| Popis: | Purpose The purpose of this systematic review was to determine what bilingual or home language interventions have been found to be effective for 2- to 6-year-old dual language learners who have language impairment (LI) or are at risk for LI. Method We conducted ancestral searches and searches of electronic databases, hand-searched article bibliographies, and searched 19 journals for experimental, quasiexperimental, or single-subject studies. Results The review yielded 26 studies that were coded for quality, frequency and duration of the intervention, number of participants, location of intervention, interventionist, language(s) of intervention, and reported or calculated effect sizes. Studies were grouped by those that focused specifically on at-risk populations and those that focused on children with LI. Emerging trends provide support for bilingual and/or home language interventions for both children with LI and those at risk for LI. Conclusions There were relatively few studies that met inclusion criteria, and the average quality rating for a study was 6.8 out of 9.0 possible points. More high-quality research is needed, particularly with populations that speak languages other than Spanish. Clinicians need more evidence-based recommendations to improve the language and literacy outcomes of the diverse range of dual language learners served in the United States and abroad. |
| Databáze: | OpenAIRE |
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