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Direct linkEbert, Kerry Danahy; Pham, Giang T. – Perspectives of the ASHA Special Interest Groups, 2023
Purpose: For bilingual children with developmental language disorder (DLD), language treatment response is the degree to which an individual child progresses in both of their languages. Understanding what predicts language treatment response for an individual child can help clinicians plan treatment more effectively. Method: This study is a…
Descriptors: Bilingual Students, Developmental Disabilities, Language Processing, Language Impairments
Roseberry-Mckibbin, Celeste – Topics in Language Disorders, 2021
There are increasing numbers of English learners (ELs) in American classrooms today. Some of them have developmental language disorder (DLD) and receive intervention in the school setting. It is ideal to provide intervention that supports bilingual development in both the first language (L1) and English. When providing therapy, speech-language…
Descriptors: Intervention, English Language Learners, Developmental Disabilities, Language Impairments
Runnion, Elizabeth A.; Pierce, Melissa; Restrepo, Maria Adelaida – Language, Speech, and Hearing Services in Schools, 2022
Purpose: The purpose of the study was to examine the change in specific English microstructure features according to language ability in preschool Spanish-English dual language learners. Method: We collected English narratives from 22 Spanish-English dual language learners with typical language development (TD) and 22 Spanish-English dual language…
Descriptors: Preschool Children, Bilingual Students, Spanish, English
Farnia, Fataneh; Geva, Esther – Journal of Learning Disabilities, 2019
Research involving monolinguals has demonstrated that language impairment can be noticed in the early years and tends to persist into adolescence. More recently, research has begun to address the challenges of identifying and treating Developmental Language Disorders (DLD) in English Language Learners (ELLs). Developmental patterns of DLD are not…
Descriptors: Language Impairments, Developmental Disabilities, Monolingualism, English
McLean, Mary, Ed.; Banerjee, Rashida, Ed.; Squires, Jane, Ed.; Hebbeler, Kathleen, Ed. – Division for Early Childhood of the Council for Exceptional Children, 2020
The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities. "Assessment: Recommended Practices for Young Children and Families" is…
Descriptors: Preschool Children, At Risk Persons, Developmental Delays, Developmental Disabilities
