Dual-language narrative intervention outcomes for a bilingual adolescent with down syndrome
Bibliographic Data
| ID | 12752127 |
|---|---|
| Authors | Brenda K Gorman (0000-0002-2431-6451, Elmhurst College, corresponding author), Guadalupe Martínez (Elmhurst College), Lindsay Pina Garcia (Elmhurst College) |
| Year | 2021 |
| Volume | 44 |
| Issue | 4 |
| Pages | 444-465 |
| Publication date | 2021-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2021.1999340 |
| OpenAlex | W3214785686 |
| Language | EN |
| References cited | 69 |
The goal of this investigation was to address gaps in the literature regarding dual-language learning in children with Down syndrome (DS). The investigators examined the outcomes of a dual-language narrative intervention and cross-language transfer in a bilingual (Spanish-English) adolescent with DS. Results revealed moderate to large effects in narrative macrostructural skills, with bi-directional cross-language transfer, and no secondary change in microstructural skills. With gains in both languages, findings indicated that the participant benefitted from the dual-language condition, thereby contributing to the emerging evidence base needed to support professionals and families as they engage in instructional decision-making for children with DS
Bilingual education · Developmental psychology · Dual (grammatical number · Dual language · Intervention (counseling · Linguistics · Narrative · Native-language instruction · Pedagogy · Teaching method · Vocabulary development · Family and Disability Support Research · Language Development and Disorders · Psychology · Reading and Literacy Development
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| Citation velocity | historical |
|---|---|
| Highly cited | No |