What is it about?
This research is a contribution to the existing literature supporting culturally and linguistically sensitive interventions for bilingual school-aged students with developmental language disorders. It highlights the efficiency of a simple, yet effective, literacy-based approach (shared book reading) that supports both English and home-language growth.
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Why is it important?
The results of this research support the notion that by selecting appropriate books and specific target vocabulary -with the collaboration of bilingual school staff, or family members, or aided by the use of technology if necessary- school-based speech-language pathologists (SLP) could offer an effective intervention that promotes the successful acquisition and retention of English vocabulary while supporting the language spoken at home and the community.
Perspectives
Writing this article has been an extraordinary journey. I was fortunate to have the support and guidance of an incredible team of professionals, and the collaboration of amazing bilingual/bicultural children and families who with their smiles and joyfulness made something that can be tedious, super fun and enjoyable. It is my hope that school-based SLP and educators -bilingual and monolingual alike- feel confident to use this practical evidence-based approach to provide a meaningful learning experience to the students they serve.
M. Laura Kuyuk
Rocky Mountain University of Health Professions
Read the Original
This page is a summary of: Dialogic Reading Strategies and Vocabulary in Spanish-Speaking Students With Developmental Language Disorder: A Single-Case Research Study, Language Speech and Hearing Services in Schools, August 2025, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2025_lshss-25-00004.
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